Unit 4 Exploring literature Extended reading教学设计-2025-2026学年高中英语译林版(2020) 必修第二册

该高中英语教学设计聚焦《老人与海》拓展阅读，围绕海明威“冰山理论”、老人性格特征及文学启示与现实生活的联系展开。通过学生课前绘制的思维导图分享海明威信息，激活旧知，构建知识支架，铺垫文本学习。 特色在于分层任务与问题链引导深度思考，如细读中通过问题链分析老人行为与精神，培养思维品质；文学精神与现实结合，读书分享联系个人挑战，提升文化意识；多元评价与分层作业关注学习能力。助力学生提升文本解读与思辨能力，帮助教师实现知识与素养融合，提高课堂效率。

教学设计标题： Book 2 Unit 4 Extended Reading The old man and the sea 学情分析： 本次授课对象是高一学生，学生已具备一定的英语阅读基础和文学知识。学生能够通过略读获取故事基本要素，但在文学鉴赏方面，学生对海明威“冰山理论”了解较少，需借助具体实例和讨论逐步理解；此外，学生虽能理解文本主题，但将文学启示与个人经历相联系、转化为实际行动策略的能力尚待加强。因此，课堂通过分层任务和实践分享活动，由浅入深培养学生的文本分析、抽象思辨和实践应用能力，契合学生现有水平与发展需求。 教学目标： By the end of this section, students will be able to: 1. understand the whole excerpt by reading out emotionally; 2. describe the personality traits of the old man based on deep understanding; 3. learn the writing style of Hemingway; 4. learn from the old man’s spirits and get inspired to rise to the challenges in daily life. 教学重难点： 教学重点： 1. Develop students’ ability to comprehend the excerpt through emotional reading and analyze the text to identify the old man’s personality traits; 2. Guide students to recognize and understand Hemingway’s distinctive writing style. 教学难点： Help students internalize the old man’s spirits and apply this understanding to rise to the challenges in their daily life. 教学过程： 教学步骤 教师活动 学生活动 设计意图 Step 1. Lead-in (3 mins) T introduces a book sharing session and invites a student to make a presentation about Ernest Hemingway, based on his/her mind map drawn before the class. Ss listen to the presentation and complete the author’s profile. 通过思维导图分享激活旧知，铺垫文本学习。 Step 2. What it says (12 mins) 1. T guides Ss to skim the text and identify the four narrative elements: setting, characters, plot, and theme. 1. Ss skim the story and outline the setting, characters, and the old man’s seven attempts to catch the big fish. 通过快速阅读构建故事整体框架,培养信息抓取与结构化分析能力； 2. T guides Ss to engage in detailed reading of Rounds 1-3 (Lines 7-29), posing a question chain: 1). What did the man do? 2). How did the fish react? 3). What did the old man say or think? Why? 4). What spirit was demonstrated? 2. Ss conduct detailed reading to identify the old man’s actions, monologues and spirits, such as a positive attitude, determination, persistence, bravery and fearlessness. 通过细读文本片段，分析老人的行为和独白，挖掘其蕴含的精神品质，培养文本细节分析与深层解读能力; 3. T guides Ss to engage in detailed reading of Rounds 4-7(Lines 30-42), posing the question: “How did the old man’s physical and mental states change over time?” 3. Ss read and fill in the notes to identify the trend of his physical weakness, mental strength, and the underlying theme: A man can be physically destroyed but not mentally defeated. 通过对比分析老人身体和精神态变化，感知文章主题，培养文本分析能力与抽象思辨素养。 教学步骤 教师活动 学生活动 设计意图 Step 3. How it works (10 mins) 1. T guides Ss to analyze the text’s unique language style, prompting critical thinking with the question: “How do you think about the language? Can you cite specific lines to support your opinion?” 2. T introduces Hemingway’s Iceberg Theory and asks the question: "What might the old man, the fish, and the sea symbolize?" 1. Ss share their observations on language features and cite textual evidence, such as short and simple sentences, repetition. 2. In groups, Ss discuss and analyse the symbolic meanings: ·The old man→people’s strong will ·The big fish→people’s goal and dream ·The sea→the harsh reality 引导学生剖析文本语言特色，以“冰山理论”为切入点讨论象征意义，培养深层文本解读与提炼概括能力。 教学步骤 教师活动 学生活动 设计意图 Step 4. What it inspires us (10 mins) T introduces the book-sharing task, guiding Ss to integrate textual analysis with personal reflection through two questions: 1. What can I learn from the old man? 2. How can it help me deal with my challenges? Inspired by the old man’s spirits, Ss relate the story to their own experiences, planning to take action to overcome real-world difficulties. 引导学生将老人的精神与个人经历深度融合，在读书分享中完成从文学理解→自我反思→行动策略的认知迁移，实现文学阅读的育人价值。 Step 5. Assessment (3 mins) T has students conduct peer assessment based on a rubric, followed by teacher assessment and self assessment. Ss assess the sharing according to the rubric 运用多维评价量表与多元评价，构建“评价-反馈-提升”闭环，强化语言能力和批判性思维。 Rubric 教学步骤 教师活动 学生活动 设计意图 Summary & Homework (2 mins) 1. T invites a student to summarize what he or she has learned in this class based on the blackboard notes. 2. T assigns differentiated homework. 1. A student reviews the lesson. 2. Ss complete compulsory homework and choose optional tasks based on their interests or abilities. 课堂总结强化知识内化，分层作业分别聚焦语言提升、自主学习、价值践行，适配多元需求，将知识学习与素养培育深度融合。 思维导图 板书设计 教学反思 Highlights: 1. Deep Cognitive Engagement Guide deep thinking through tiered activities and questions. 2. Real-World Connection Relate the old man’s spirits with students’ daily lives through reflective sharing, inspiring practical action. 3. Integration of teaching & evaluation ·Process Evaluation: observation, Q&A feedback, teacher/peer evaluation ·Final Evaluation: self/peer/teacher evaluation with a rubric Reflection: How to activate more autonomous learning? How to motivate higher participation of students? 第 1 页 共 3 页 学科网（北京）股份有限公司 $