选择性必修第四册第四单元 第二课时 学案（教师版）
课题：Vocabulary Focus: Except from The OldMan and the Sea
教学目标：
1. 在语境中掌握课文核心词汇的意义， 并运用核心词汇表达相关信息与观点；
2. 构建与经典相关的主题词汇语义网；
3. 总结经典作品的特征，讨论阅读经典的意义。
By the end of the lesson, you are expected to:
1. master the key words and expressions in context and use them properly to express topic-related information and voice opinions;
2. build the word web about classics;
3. summarize the features of literary classics and discuss the meaning of reading classics.
Lead-in activity 1: Reviewing
Interactive activity 2: Mastering key words and expressions
1. Literal comprehension
Topic: How did the shark and the old man fight
(
Target
words
&
expressions
:
swing
;
wrap
in
;
lash
;
click
)
Q1: How did the shark struggle
He swung over and over again, wrapping himself in two loops of the rope. His tail lashed.
His jaws clicked.
swing v. swing-swung-swung
1
○1to move backwards or forwards or from side to side while hanging from a fixed point; to make sth do this （使） 摆动，摇摆，摇荡；
Translate: 当鲨鱼挣扎时，船猛烈地地左右摇晃。
When the shark struggled, the boat swung fiercely from one side to the other.
○2to move or make sth move with a wide curved movement（使） 弧线运动， 转弯， 转动
e.g. The boat found the current and swung around.
○3to change or make sb/sth change from one opinion, mood, etc. to another（使） 改变（意见、 情绪等）
Translate: 渔夫的情绪从沮丧变为了振奋。
The fisherman’s emotions swung from depression to cheerfulness.
swing n.
○1a swinging movement of rhythm 摆动；挥动；扭转； 强劲节奏 Translate: 老人对准鲨鱼挥拍一击。
The old man took a wild swing at the shark.
○2a change from one opinion or situation to another; the amount by which sth changes 改变； 改 变的程度
mood swings 情绪起伏
Paraphrase: Facing such a pressing problem, the old man’s mood swung. =Facing such a pressing problem, the old man experienced mood swings.
wrap … in …
to enfold, envelop, or enclose someone or something in some material. 用 … 把 … 裹起来 Translate: 受伤的手被裹上了绷带。
The bleeding hand is wrapped in bandage.
lash v.
○1to move or to move sth quickly and violently from side to side (使) 迅猛摆动， 甩动
○2to fasten sth tightly to sth else with ropes 捆绑； 捆
click v.
○1to make or cause something to make a short sharp sound （使）发出咔哒声 ，咔哒（或咔嚓）
响
Translate: 相机咔嚓一声，拍摄下了这条巨大的鲨鱼。
The camera clicked and captured the huge shark.
○2to choose a particular function or item on a computer screen, etc., by pressing one of the buttons
on a mouse or touchpad （用鼠标或在触控板上） 点击，单击
Translate: 点击按钮，你就能得到有关《老人与海》的更多信息。
Click the button, and you will get more information about the OldMan and the Sea.
click n.
○1the act of pressing the button on a computer mouse or touchpad 点击，单击 ○2a short sharp sound 咔哒声， 咔嚓声
Q2: What weapons does the old man have and how does he fight his attackers
(
Target
words
&
expressions
:
mutilate
;
harpoon
;
bleed
;
hook
)
2
The old man had a boat to sail away from the shark, a harpoon to hit it, and some rope to tie his catch.
Q3: Do you know why the old man does not like to look at the fish anymore
Because it has been mutilated. The old man feels as if he himself had been hit.
Q4: Why does the old man regretted hooking the fish
Because the big fish he caught is bleeding and the smell of the blood would invite more sharks. He felt painful about the fish being attacked and regretted hooking the fish.
harpoon n.
a weapon like a spear that you can throw or fire from a gun and is used for catching large fish 渔猎标枪； 鱼叉
Translate: The fish dived as the harpoon struck it.
叉一碰到鱼它就潜入水中。
mutilate [ mju t le t] v.
to damage sth very badly 严重损毁，毁坏
e.g. The bad news is that the fish was badly mutilated.
bleed v. bleed-bled-bled
to lose blood, especially from a wound or an injury 流血， 失血 Fill in the blank: 被鲨鱼毁伤之后，这条鱼开始大量流血。
Having been mutilated by the shark, the fish began to bleed badly.
hook v.
to catch a fish with a hook 钓（鱼）
e.g. At the first cast, I hooked a huge fish, which weighed ten kilograms.
hook n.
a curved piece of metal, plastic or wire for hanging things on, catching fish with, etc. 钩；钓钩； 挂钩； 鱼钩
2. Inferential comprehension
Topic: What does the old man’s struggle with the shark suggest about the nature of humanity
(
Target words & expressions: handicaps;
sting; para
lyze; unbearable; pattern; current
)
Why does the old man think of DiMaggio
Both his hand injury and DiMaggio’s bone spur are handicaps. Just like bone spur troubled
DiMaggio, hand injury made the old man suffer. The old man thought of DiMaggio to search for inspiration and encouragement.
How is the man’s heel injury
The sting ray stung it when the old man stepped on him when swimming and paralyzed the lower leg and made the unbearable pain
What does the old man decide to do toward the dangerous situation
The old man knew quite well the pattern of what could happen when he reached the inner part of the current.He knew more sharks would come at the big fish as they smelt the blood of it.
3
He decided to keep fighting despite the unbearable pain and the danger.
He never lost his faith and was not defeated because he never gave up on bringing in his fish and fighting against the coming sharks.
He demonstrated the humanity of determination and courage.
handicap n.
(becoming old-fashioned, sometimes offensive) a permanent physical or mental condition that makes it difficult or impossible to use a particular part of your body or mind 残疾； 生理缺陷
Translate：老人的伤使他想起 DiMaggio 的生理缺陷，从中他获得了鼓舞。
The old man’s injury reminds him of DiMaggio’s handicap, from which he found encouragement.
handicap v.
to make sth more difficult for sb to do 妨碍； 阻碍
Translate: 失去鱼叉和绳子让老人处于不利的境地。
The old man was handicapped by the loss of harpoon and rope.
sting n.
the sharp pointed part of an insect or creature that can go into the skin leaving a small, painful and sometimes poisonous wound （昆虫的） 鳌针， 刺；（植物的） 刺， 刺毛
a sting ray
sting v. sting-stung-stung
to feel, or to make sb feel, a sharp pain in a part of their body（使） 感觉刺痛
e.g. His cheeks were stinging from the icy wind, but he had no choice but to wait since it would be the last ferry home. 刺骨的寒风吹得他脸颊生疼， 但他只能等， 因为这将是他回家的最后一 艘船了。
paralyze/paralyse v.
to make sb unable to feel or move all or part of their body 使麻痹；使瘫痪
Some animals,to protect themselves in time of danger,can release chemicals that paralyze predators.有些动物会在危险时刻释放一些化学物质麻倒捕食者来保护自己。
to prevent sth from functioning normally 不能正常工作
The recession would paralyze the industry, leading to thousands of workers changing jobs.这次危 机将使整个行业受到重创， 导致成千上万的工人转岗。
unbearable adj.
too painful, annoying or unpleasant to deal with or accept 难耐的； 无法接受的；难以处理的 Translate: 随着时间一点点过去，他手上的伤变得难以承受。
As time went but, his hand wound was becoming unbearable.
current n.
the movement of water in the sea or a river;the movement of air in a particular direction (海洋或 江河的)水流，潮流； 气流
e.g. Under normal conditions,the ocean currents of the tropical Pacific travel from east to west.
current adj.
4
of the present time 当前的，流行的
e.g. Have you read the current issue of National Geographic Magazine
3. Critical Comprehension
Topic: Do you think the old man is a hero Why or why not
The old man is indeed a hero. In face of adversity, he never lost his hope or give in. Man is not made for defeat. A man can be destroyed but not defeated.
(
Target
words
&
expressions
:
be
made
for
)
be made for
to be ideally suited for someone, something, or some activity 为 … 而做，最适宜的，最理想的 e.g. Even though he was only 8, everyone could tell that DiMaggio was made for baseball.
Answer the question: What do you think you are made for
I am made for writing.
Independent activity 3: Employing key words and expressions
What other literary classics have you read or learned about Can you make a similar introduction to us
Oliver Twist, published in 1838, is one of Charles Dickens's best-known and well-loved works. It has been considered a classic ever since it was first published. It has also been adapted to a film and a long-running Broadway musical.
Born an orphan, the protagonist Oliver Twist went through twists and turns in his life from cruel apprenticeship to den of thieves in search of a true home. In the novel, Dickens reveals the social suffering and deep injustice. His success in presenting the underworld and problems of poverty to the well-off and his distinctive language style of satire, humor and exaggeration makes Oliver
5
Twist an enduringly popular literal classic.
Cooperative activity 4: Brainstorming on the features of a classic What is a classic What are its features
A classic is a well-known work of high quality or of great significance in a certain field. A classic might be a typical example of its kind.
The value of a classic endures the test of time and are well-recognized by the public.
Interactive activity 5: Highlight topic-related expressions and building a word web about classics
Reflective activity 6: Discussing the meaning of reading classics
Why shall we read classics You may refer to The Old Man and the Sea as an example. Please
6
state your reasons and use as many expressions in the word web as possible.
First of all, classics are of high quality and authority. Their appreciation value has stood the test of time, therefore giving people a sense of beauty.
They open our mind to the unchanging human nature and the enduring timeless truths that touch everyone’s life. Classics take you back in time, not only to teach you history but to help you understand why human nature hasn’t changed much over the centuries. Just as Hemingway said in The Old Man and the Sea, “A man can be destroyed, but not defeated” . The old man’s spirit of never giving in touches everyone’s heart. The old man’s fighting with the sharks inspires readers to overcome challenges in their life.
Assignments
1. Create your own version of word web about classics.
2. Write an introduction about a literary classic. Make sure you illustrate what makes it a classic and state the meaning of reading it.
7以主题意义为基，构建词汇语义网
——选择性必修第四册 U4 Excerpt from The Old Man and the Sea (Vocabulary
Focus) 课例分析
词汇教学不是单纯的词汇解释或机械性的词汇记忆。《普通高中英语课程标准(2017 年 版 2020 年修订)》(以下简称《课标》)提出，词汇学习是结合具体主题，在特定语境下开展 的综合性语言实践活动，教师要认真分析单元教学内容，梳理并概括与主题相关的语言知识、 技能和策略，在教学活动中拓展主题意义，使学生在使用词语表达相关话题的信息与意义的 同时，根据词性、词语的习惯搭配和主题内容，构建有意义的词汇语义网，扩大词汇量（教 育部，2020）。
本单元的主题为 Approaching Classics，主题语境为人与自然“人与自我 ”，主题群为人 与环境人与动植物 ”生命的价值和意义 ”。学生通过品读经典文学作品，讨论分享对经典文 学作品的理解、阅读经典作品的相关体验；探讨经典文学作品的主题意义，讨论经典作品及 其影响；讨论阅读经典作品的意义，理解经典作品价值赏析的跨文化意义。
本节课为阅读语篇 Reading A《老人与海》节选的词汇课程。《老人与海》作为海明威的 代表作，语言上经过作家的精心润色，海明威用质朴而深刻的语言，描写了老人与鲨鱼搏斗 的过程，赞扬了老人不屈的精神。教师通过将知识学习与技能发展融入到主题中，依托语篇， 在情景和语境中分析核心词汇的意义或功能，引导学生化被动学习为主动意义建构，围绕主 题建立关联，形成结构化知识，使学生能在语境中判断具体词汇的意义和功能以及作者的意 图和态度，培养学生运用主题语汇表达信息和阐述观点的能力。通过推荐经典作品，讨论经 典作品的特征，构建与经典相关的主体语义网，讨论阅读经典作品的意义，理解阅读文学经 典的价值。
一、基于语篇意义梳理主题词汇
研究发现，与无语境的词汇联想相比，句子、语块、搭配的语境启动均能有效增加词汇 联想的语义反应（张萍等，2018）， 既恰当的语境对词汇的习得有所助益。因而，教师需要 基于语篇的主题意义，分析文本的知识框架，梳理语篇的核心词汇，形成有逻辑的主体语义 链条，并通过句子、语块、搭配的形式创设合适的语境。
语篇《老人与海》的节选采用记叙文的脉络，故事的开端描述鲨鱼反抗老人、老人杀死 第一只鲨鱼的过程，故事的发展描述了老人在大批鲨鱼来临之前的心里纠结，故事的结局表 现了老人不放弃希望，不屈不挠的决心和斗志。经教师分析，语篇的主要语言特征为生动的 动作描写、心理描写和独白来体现搏斗的激烈、老人面临困境的挣扎以及最后下定决心的顽 强精神。根据词汇的语用功能，教师将主题词汇分为鲨鱼反抗挣扎的动作描写，老人遇到困
境时的心理描写，表现老人的品质与人类伟大精神的词汇三大种类。
课堂伊始，教师要求学生根据“ 问题-内心挣扎-解决方式 ”的结构回顾课文内容，完成 对课文的总结归纳。这一步骤既能够考察学生对于已学语篇的掌握程度，也以词汇的主题意 义为引领，将话题继续聚焦于词汇的功能上，调动学生的学习兴趣，为深度学习做铺垫。
二、基于语境习得主题词汇
如果把一个单词的形式及其功能特征的综合体置于一个完整的词汇环境中来学,学起来 就比较容易(Cater,1999)。因此，教师应当在语境之中呈现、体验、理解、整合和应用词汇， 充分利用语境引导学生对词汇进行深入的理解和体会（陈则航,王蔷，2010）。词汇教学中， 语境的创设要紧紧围绕主题展开，不可脱离主题。
教师为学生搭建脚手架，创设情景与语境，使学生在对课文的探究学习中主动完成意义 构建，使学生在表达信息和观点的愿望驱使下习得并运用核心词汇。
本课中，教师为主题词汇的输入创设了语境。
教师搭建的词汇学习脚手架，即问题探究的语境分为三个层次，分别是文字理解性问题 （literal comprehension）、推断性理解问题（inferential comprehension）与批判思维性理解问 题（critical comprehension），层层深入，符合语言学习与知识构建的基本规律。首先，教师 提出话题“How did the shark and the old man fight ” 学生分别针对鲨鱼的动作与老人的行 动与心理感受展开探究。学生在“How did the shark struggle ”的问题驱使下，发现文本中 的句子和词汇，如：“He swung over and over again, wrapping himself in two loops of the rope. His tail lashed. His jaws clicked ”. 教师强调并逐个解释核心词汇的意义。在“What weapons does the old man have to help him fight his attackers Do you know why the old man does not like to look at the fish anymore Why does the old man regretted hooking the fish ”三个问题引导下， 学生理解表示老师捕鱼工具的词汇，表现老人困境的词汇。其次，教师提出话题“What does the old man’s struggle with the shark suggest about the nature of humanity ”引导学生注意表现 老人品质的词汇。教师通过 “Why does the old man think of DiMaggio How is the man’s heel injury What does the old man decide to do given the dangerous situation ” 三个问题深度挖掘 作品语言中老人的独白所体现的不屈的精神与抗争的决心。最后，教师提出批判性思维话题 话题“Do you think the old man is a hero Why or why not ”引导学生关注“be made for ”等 表现老人英雄精神的话题语汇。
教师也为词汇的输出创设了语境。教师在词汇的教师中依然不脱离单元的情景，不脱离 人与自然对抗的语境，在相关词汇的解释中也注重与主题语境的联系，如在强调 swing 一词 时，教师让学生翻译: 当鲨鱼挣扎时，船猛烈地左右摇晃。When the shark struggled, the boat swung fiercely from one side to the other. 通过与符合课文内容、与课文相关的语境，帮助学
生理解词汇的意义与实际用法。
三、基于主题意义构建词汇语义网
语言知识，特别是词汇知识，如果以碎片化的形式存储，就会导致学生在进行语言表达 时需要从大脑记忆深处临时调集所需词汇来满足语言交际的功能，效率和准确度都不高。在 教师应立足学生需求，指导学生整理和归纳语言知识，并有效地、准确地运用这些语言（胡 洁元，2014）。
教师充分联合单元板块的内容与知识框架，引导学生在单元主题语境中构建词汇与以往。 合理利用书上的配套词汇练习，与学生的现实生活相结合，创设新的语境，帮助词汇语义网 的构建。教师充分利用书上的词汇练习，即利用核心词汇填空完成《老人与海》的书评，教 师邀请学生模仿书评推荐一本喜欢的经典，自然地将话题引入到了文学经典，有助于下一步 对经典相关的主题语义网的建立。
在构建与经典相关的主题语义网的过程中，教师首先通过头脑风暴的形式，鼓励学生对 经典相关话题词汇展开发散性思维和合作式学习，促使学生集思广益，主动地在脑海中构建 经典的概念。
其次，教师要求学生进行补充阅读，通过对上下文的理解完成配套练习中讲述何为经典 的文章词汇填空。在问题解决的过程中，让学生自然地习得并接纳词汇的意义，突出词汇的 语用功能。
接着，教师利用头脑风暴与补充阅读文章的基础，引导学生将零散的信息和新旧知识建 立关联，整合单元知识框架，形成基于主题的新知识结构，教师邀请学生梳理并构建词汇语 义网，按照经典文学的特征与经典作品两大词汇语义群构建有逻辑的、条理清晰的词汇语义 网。
四、基于词汇语义网络迁移词汇运用
对于有主题意义探究价值的内容，教师要考虑如何在较长的一段时间内引导学生由浅入 深、层层递进地开展对主题意义的理解和表达（李宝荣，2018）。主题语汇的迁移与运用需 要一个长期的过程，学生要在多文本阅读和体验过程中经过一定量的积累形成理解, 逐步达 成认知上质的变化。
在本课的教学过程中，学生已经品读领会了《老人与海》的词汇，讨论了自己所阅读的 经典文学，思考经典文学的定义与特征，通过补充阅读与词汇梳理构建了词汇语义网。在确 保确实已有形成知识的框架基础之后，教师抛出问题“Why shall we read classics ”，要求学 生可用《老人与海》为例讨论阅读经典文学作品的意义。该活动再现单元词汇语义网，迁移 运用词汇与以往中的词汇来讨论价值问题，帮助学生形成对经典作品的的结构化知识，培养
正确的价值观。
本课以主题意义为基，以真实语境为凭，使学生在有意义的情景和语境下，进行对词汇 的深度学习，有意义的学习，培养学生的文化意识、学习能力、思维品质和语言能力。。
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[4] 李宝荣.基于主题意义开展英语阅读教学的思路与策略[J].英语学习,2018,(11):5-7.
[5] 中华人民共和国教育部. 普通高中英语课程标准（2017 年版）［M］. 北京:人民教育出 版社,2020.
[6] 张 萍 , 陈 艳 艳 , 陈 颖 园 . 语 境 类 型 对 英 语 词 汇 联 想 反 应 的 启 动 效 应 [J].外 语 教 学,2018,39(03):48-54.DOI:10.16362/j.61-1023/h.2018.03.011.选择性必修第四册第四单元 第二课时 学案（学生版）
上海市青浦高级中学 陶铭婕
课题：Vocabulary Focus: Except from The OldMan and the Sea
教学目标：
1. 在语境中掌握课文核心词汇的意义， 并运用核心词汇表达相关信息与观点；
2. 构建与经典相关的主题词汇语义网；
3. 总结经典作品的特征，讨论阅读经典的意义。
By the end of the lesson, you are expected to:
1. master the key words and expressions in context and use them properly to express topic-related information and voice opinions;
2. build the word web about classics;
3. summarize the features of literary classics and discuss the meaning of reading classics.
Lead-in activity 1: Reviewing
Interactive activity 2: Mastering key words and expressions
1. Literal comprehension
Topic: How did the shark and the old man fight Q1: How did the shark struggle
(
Target
words
&
expressions
:
swing
;
wrap
in
;
lash
;
click
)
1
(
Notes:
)
Q2: What weapons does the old man have and how does he fight his attackers
Q3: Do you know why the old man does not like to look at the fish anymore
Q4: Why does the old man regretted hooking the fish
(
Target
words
&
expressions
:
mutilate
;
harpoon
;
bleed
;
hook
)
(
Notes:
)
2. Inferential comprehension
Topic: What does the old man’s struggle with the shark suggest about the nature of humanity
(
Target words & expressions: handicaps;
sting; para
lyze; unbearable; pattern; current
)
Why does the old man think of DiMaggio
How is the man’s heel injury
What does the old man decide to do toward the dangerous situation
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2
(
Notes:
)
3. Critical Comprehension
Topic: Do you think the old man is a hero Why or why not
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__________________________________________________________________________________
(
Target
words
&
expressions
:
be
made
for
)
(
Notes:
)
Independent activity 3: Employing key words and expressions
3
What other literary classics have you read or learned about Can you make a similar introduction to us
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Cooperative activity 4: Brainstorming on the features of a classic What is a classic What are its features
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Interactive activity 5: Highlight topic-related expressions and building a word web about classics
4
Reflective activity 6: Discussing the meaning of reading classics
Why shall we read classics You may refer to The Old Man and the Sea as an example. Please state your reasons and use as many expressions in the word web as possible.
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Assignments
1. Create your own version of word web about classics.
2. Write an introduction about a literary classic. Make sure you illustrate what makes it a classic and state the meaning of reading it.
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