译林版高中英语必修二Unit 4 Extended reading 教案

《英语》（必修·第二册）Unit 4 Exploring literatureExtended readingI. Learning objectivesBy the end of the lesson, students will be able to:1. know about Ernest Hemingway and his writing style;2. understand the excerpt of The Old Man and the Sea;3. analyse the old man’s personalities;4. understand the theme of the novel;5. share their stories of dealing with difficulties in life or study.II. Key competence focus1. Analyse the characters in fiction.2. Analyse the writing style of the author.III. Predicted areas of difficulty1. Analyse the old man’s personalities.2. Understand the writing style of Ernest Hemingway.IV. Teaching proceduresStep 1 Lead-inT asks Ss to answer the following questions:•Do you like reading?•Have you ever read an English novel? If yes, what is it and who is the author?【设计意图：紧扣主题，利用学生已有的知识和经验，创造生动活泼有趣的课堂氛围，自然而然地导入即将探索的主题。

】Step 2 PredictionT asks Ss to answer the following question:Can you predict what will happen according to the title?【设计意图：通过预测，激发学生的想象力，引发研读语篇的兴趣，同时训练学生通过标题进行思维发散的能力。

这个环节的设计旨在通过逆向思维方式来训练学生对标题特性的认知，训练他们的推理能力和思维品质。

】Step 3 Careful reading1.T asks Ss what they can know about the author and the novel from the introduction part of the text.2.T introduces the comments of the Nobel Committee on Hemingway and The Old Man and the Sea.3.T asks Ss to analyse the text.(1)T asks Ss the following questions:•What is the adventure?•Why is Santiago a tough man?(2)T asks Ss to find out about the old man’s and fish’s actions.•The old man: pulled to bring him closerThe fish: turned a little, straightened himself and began another circle•The old man: held on the great fish all the strain that he couldThe fish: pulled part way over, righted himself and swam away•The old man: nearly had him on the next turn, tried twice moreThe fish: righted himself and swam slowly away, escaped twice more•The old man: tried it once more, tried it againThe fish: righted himself and swam off again slowly with the great tail weaving in the air, escaped againT leads Ss to draw this conclusion: Though the fish swam away every time, the old man never gave up and always tried again.(3)T asks Ss to find the sentences in the excerpt that show the old man’s physical conditions. •He felt faint again now ... (para. 3)•His mouth was too dry to speak but he could not reach for the water now. (para. 6)•... he said in a voice he could hardly hear. (para. 10)•He had been on the point of feeling himself go each time. (para. 12)•... although his hands were mushy now and he could only see well in flashes. (para. 14)(4)T asks Ss to find the sentences about the old man’s thoughts.•“I moved him,” the old man said. “I moved him then.” (para. 2)•I moved him, he thought. Maybe this time I can get him over. Pull, hands, he thought. Hold up, legs. Last for me, head. Last for me. You never went. This time I’ll pull him over. (para. 3)•“Fish,” the old man said. “Fish, you are going to have to die anyway. Do you hav e to kill me too?” (para. 5)•That way nothing is accomplished, he thought. His mouth was too dry to speak but he could not reach for the water now. I must get him alongside this time, he thought. I am not good for many more turns. Yes you are, he told hi mself. You’re good for ever. (para. 6)•Now you are getting confused in the head, he thought. You must keep your head clear. Keep your head clear and know how to suffer like a man. Or a fish, he thought. (para. 9)•“Clear up, head,” he said in a voice he could hardly hear. “Clear up.” (para. 10)•I do not know, the old man thought. He had been on the point of feeling himself go each time. I do not know. But I will try it once more. (para. 12)•I’ll try it again, the old man promised ... (para. 14)•So he thought, and he felt himself going before he started; I will try it once again. (para. 15) (5)T asks Ss to analyse the contrast between the old man’s physical and mental conditions and leads them to the conclusion: A tough man can be destroyed physically but not defeated mentally.Step 4 Critical thinking1.T asks Ss to analyse the old man’s personalities.2.T asks Ss to analyse Hemingway’s writing style.•Simple language, with short sentences and small words•Vivid description of mental activities•Few comments from the writer/narrator•Symbolism3.T asks Ss to analyse the first paragraph and find out about Hemingway’s writing style.4.T asks Ss to analyse the third, sixth and eighth paragraphs and find out about Hemingway’swriting style.5.T introduces Hemingway’s Iceberg Theory.(1)T introduces Hemingway’s explanation of his Iceberg Theory in Death in the Afternoon.(2)T introduces the iceberg principle of writing: concise language; deep, complicated thoughts and meanings underneath.6.T asks Ss to explore the symbolic meanings.•The old man: people’s strong will•The fish: people’s goal and dream•The sea: the harsh reality7.T asks Ss to explore the theme of the novel.•Honour in struggle, defeat and death: The novel highlights the theme that man can be destroyed but not defeated. It is a representation of life as a struggle against forces in which only a partial victory is possible.•Pride as the source of greatness and determination: Santiago embodies Hemingway’s definition of courage as “grace under pressure”. He never loses dignity in the face of death. The glory and honour come not from his battle itself but from his pride and determination to fight.Step 5 SharingT asks Ss to share how they deal with difficulties in life and study.Step 6 ConclusionT asks Ss to reflect on a sentence from Reading (“The attraction of literature lies more in what it awakens in us than what it says.”) and say something about their understanding of the sentence after reading the excerpt.V. Homework1. Write down your reflection after learning this excerpt.2. Read the rest of The Old Man and the Sea and find what happened before and after the excerpt.。