Unit 4 Section Ⅴ “Extended reading”的课文习读环节-【新课程学案】2025-2026学年高中英语必修第二册教师用书word（译林版）

本高中英语讲义聚焦小说阅读核心知识点，通过泛读环节理清文脉结构、把握主旨大意，精读环节开展细节理解与推理判断，再结合小说三要素（情节、人物、环境）梳理及语言赏析（用词、句式、心理描写），构建从整体感知到深度分析的学习支架。 该资料特色在于融合语言能力与思维品质培养，如用“比对法”解正误判断题提升分析推断能力，通过《老人与海》心理描写赏析深化人物理解，提能训练强化语言运用。课中辅助教师引导分层阅读，课后助力学生巩固策略，查漏补缺。

Section Ⅴ　“Extended reading”的课文习读环节 泛读课文，完成以下学习任务 (一)理清文脉结构 (二)把握主旨大意 What's the main idea of the text？ A．The excerpt describes the old man's adventure with a huge fish. B．The excerpt describes the old man's catch with a huge fish. C．The excerpt describes the old man's struggle with a huge fish. D．The excerpt describes the old man's issue with a huge fish. 答案：C 精读课文，完成以下学习任务 (一)阅读理解 1．Which word can describe the mood of the old man when he said “I moved him.I moved him then.” in paragraph 2？ A．Surprised.　　　　 B．Excited. C．Angry. D．Sorry. 2．How many times did the old man pull the fish with his full strength but the fish swam away？ A．Less than twice. B．Less than three times. C．More than twice. D．More than three times. 3．What's the possible meaning of the word “strain” in paragraph 3？ A．Patience. B．Willpower. C．Strength. D．Motivation. 4．Which of the following statements is TRUE about the fisherman？ A．The fisherman seemed to be playing a cat-and-mouse game with the fish. B．The fisherman showed respect for his rival (对手) in this fierce battle. C．The fisherman has been fighting with the fish for long, which made him anxious. D．The fisherman, experienced as he was in fishing, nearly got killed on several occasions. [Tip] 运用“比对法”解正误判断题 正误判断题多是根据文章细节判断所给选项的正误。在解答此类题目时，应带着题目回查原文，分别把四个选项与原文信息进行比对，看看它们之间的吻合度，比较四个选项与原文信息的差异，从而判断正误。此外，也要把四个选项进行比较，找出四个选项之间的细微差异，从而推断答案。 5．What can be inferred from the sentence “Fish, you are going to have to die anyway.” in paragraph 5？ A．Quite a few fishermen were chasing and hunting the fish. B．The fish had been seriously injured and couldn't live long. C．The old man had much confidence in catching the fish. D．As a matter of fact, the fish was too old to live any longer. 答案：1～5　BDCBC (二)阅读表达 1．Why couldn't the old man reach for the water even when his mouth was too dry to speak？ He_must_get_the_fish_alongside,_so_he_had_no_time_to_reach_for_the_water. 2．What did the old man do every time he felt himself going？ He_held_on_and_tried_it_once_again/more. 3．What can we see from the old man's feelings and words？ His_physical_condition_is_worse_and_worse,_but_his_mental_state_is_stronger_and_stronger. 4．Retell the passage using about 30 words. This_passage_tells_the_story_of_a_struggle_between_an_aged,_experienced_fisherman_and_a_huge_fish,_from_which_we_know_a_man_can_be_destroyed_but_not_defeated. |阅|读|技|能|提|升|　把握小说三要素 本文选自名著《老人与海》，语篇类型为小说。小说的“三要素”为情节、人物和环境。阅读小说时应重点把握三要素。 (1)梳理脉络，把握情节。小说情节一般分为开端、发展、高潮、结局四部分。读文时可以先概括各自然段的段意，将概括的内容按开端、发展、高潮、结局切分，进而梳理出小说的情节。 (2)关注描写，把握人物形象。关注小说对人物的外貌、神情、语言、行动、心理的描写，尤其是细节描写，认识人物独特、鲜明的个性，结合人物的身份、地位、经历、教养、气质等因素去考虑人物特点。 (3)抓住时空，把握环境。分析社会环境对促使人物性格形成和影响人物言行思想的诸因素(如时代背景、家庭环境、文化习俗等)的重要作用。分析自然环境(时令、气候、地理等)对渲染气氛、烘托人物形象等方面的作用。 (一)赏用词之妙 1．On the next turn, he nearly had him.But again the fish righted himself and swam slowly away. 赏析：此处使用副词nearly修饰动词had，精准描写出老人即将捕到鱼却又让其溜走的无奈。副词修饰动词，常常用来具体说明动作的某些特征。 2．Now you are getting confused in the head, he thought.You must keep your head clear. 赏析：此处confused一词形象地描写了老人极度疲倦，头脑已不清楚。confuse的 -ing形式表示“令人困惑的”，修饰事或物；-ed形式表示“感到困惑的”，修饰人，表示人的心理状态。 3．He had been on the point of feeling himself go each time.I do not know.But I will try it once more. 赏析：短语feel himself go在此处意为“感到自己要垮掉”，描写了老人疲惫不堪的身体状态，后面的try it once more则写出了老人顽强不屈的意志。前后对照，凸显了老人坚韧不拔、永不言弃的勇者形象。 [提能训练] ①(完成句子)The little boy carefully_watched_the_path while riding a bike. 骑自行车的时候，这个小男孩仔细地看着路。 ②(用所给词的适当形式填空)William was very confused when he heard the confusing news.(confuse) ③(翻译句子)Every time I feel myself go, there is always someone willing to support me. 每次当我感觉自己要垮掉时，总有人愿意支持我。 　 (二)赏句式之高 1．But when he put all of his effort on, starting it well out before the fish came alongside and pulling with all his strength, the fish pulled part way over and then righted himself and swam away. 赏析：本句使用了现在分词短语starting ...及pulling ... 作伴随状语，简洁生动地描写出老人为捕获大鱼所做出的努力。 2．His mouth was too dry to speak but he could not reach for the water now. 赏析：本句使用了too ...to ...结构，意为“太……而不能”，描写了老人因与大鱼长时间搏斗无暇喝水的情形，突显了老人坚韧不拔、永不言弃的精神。 3．I'll try it again, the old man promised, although his hands were mushy now and he could only see well in flashes. 赏析：本句使用了although 引导的让步状语从句，表现出了老人虽然双手无力，眼睛也看不清，但是他仍然坚持不放弃。 [提能训练]　(完成句子) ①I'm too_tired_to_go any further. 我太累了，走不动了。 ②Although_he_is_not_rich,_he's always willing to help those in need. 尽管他并不富有，但他却总是乐于帮助那些需要帮助的人。 (三)赏描摹之韵(心理描写) 1．Pull, hands, he thought.Hold up, legs.Last for me, head.Last for me.You never went.This time I'll pull him over. 赏析：这是一段典型的海明威式的心理活动描写，反映了老人的自信、勇敢和强悍。海明威擅长对人物进行深刻的心理剖析，并善于运用简短朴实的语言和重复的写作手法，让人物内心世界得到充分体现，从而增强作品的感染力。 2．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. “Clear up, head，” he said in a voice he could hardly hear.“Clear up.” 赏析：在《老人与海》这部小说中，海明威主要通过内心独白来塑造人物形象，推动情节发展。独特之处在于其内心独白是通过“想”和“说”两种形式来呈现的，这两种形式交替出现，自然转换，使得人物形象更加丰满，充满活力，情节更加生动、感人。 学科网（北京）股份有限公司 $