Unit 4 Exploring Literature Extended reading The Old Man and the Sea (Excerpt) 教学设计-2025-2026学年高一英语译林版必修第二册

2026年道县优质教学资源评选活动 ---高一年级必修二Unit 2 Exploring Literature Extended reading The Old Man and the Sea教学设计 课程基本信息 主备人 叶琴 课型 新授课 学科 英语 年级 高一年级 学段 高中 版本章节 译林版（必修二） Unit 2 Extended reading 教学目标 1. describe the old man’s feelings during his struggle with the fish; 2. analyze the old man’s character and summarize the theme of this excerpt; 3. understand Hemingway’s writing style; 4. write an article to introduce it. 教学重难点 Key point: analyze the old man’s character and summarize the theme of this excerpt; Difficult point: write an article to introduce The Old Man and the Sea 学情分析 1.自然情况: 授课班级为永州市道县敦颐高中高一5班学生，学习态度端正，具备基础英语阅读与自主学习能力，能提取文本基本信息；口语、深层思辨能力偏弱，班级英语水平分层明显，需设计分层教学活动。 2.已有基础:本节课为Unit4 Extended reading The Old Man and Sea，学生在前序课时已接触“人与自然”“意志与精神”主题，初步掌握小说类文本基本结构、叙事要素及相关核心词汇，能把握文本大意与基本情节。 3.存在问题:对小说深层内涵理解不足，分析人物形象流于表面，难以通过细节描写提炼人物品质、感悟“硬汉精神”；对海明威语言风格体会不深，主旨概括、观点表达逻辑不清晰，语言输出薄弱。 4.解决措施:①情境导入：用AI人物创设情景，激发兴趣并设置探究任务；②示例引导：依托文本关键句、细节描写，引导学生分析人物形象与精神内涵；③ 输出巩固：组织小组讨论与简要表达，梳理主旨，总结“硬汉精神”现实意义并利用文本输出，使学生明确本节课的主旨并总结。 教学准备 教材，学案，多媒体一体机，豆包，即梦AI，课件，黑板，粉笔 教学过程 教学过程 活动形式及步骤 活动意图 时间 学习理解 Step 1: Lead-in Two students, Jane and Li Hua, are talking about tomorrow’s book recommendation session,whose theme is to introduce your favourite book. Jane:Hi,Li! Have you heard the news? Our English teacher is organizing a party to recommend our favourite book. Li Hua: Of course! I love that fantastic news! What's your favourite book, Jane? Jane:My favourite book is the Old Man and the Sea written by Ernest Hemingway. Li Hua:Wow! Sounds great! Could you please tell me something about it? 课堂开始设置情景“读书分享会”，引出本节课的主题——了解《老人与海》，并介绍这本书。 4mins Step 2:Reading 1.Read the content in the box and fill the chart.(Know something about the author) 2.Watch the short video and know more about Ernest Hemingway.(life experience, writing technique, awards) 3.Read the excerpt and generally divide this excerpt into 4 rounds. And learn each round one by one. Q1: What personalities can you tell about the old man? Q2:Did the old man feel disappointed after the failure? Q3:What can be inferred from the underlined sentence "Fish, you are going to have to die anyway?” 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. Q4: Why did the old man keep talking to himself while fighting against the fish? A. To rescue himself from great pressure. B. To remind himself of the hidden danger. C. To prevent himself from feeling tired. D. To give himself constant encouragement. 4.What words would you use to describe him? 4.Learn about the writing technique: short, simple, repeated 5.About summary: 第二部分主要是通过阅读对《老人与海》进行一个比较全面的分析和了解，从阅读文本了解海明威，再到视频学习从生活经历，写作风格和主要奖项三方面来进一步了解海明威的一生；再回到教材文本本身，主要将文本节选分为4个轮回，并从中选择视频结合相关问题来进行全面分析，最后学生自主总结《老人与海》中主角Santiago 的人物性格特征。最后再对文本进行铺垫，如果要介绍《老人与海》这本书，我们应该从哪些方面来介绍，为后面的写作埋下伏笔。 20mins 运用实践 Step3: Writing 1.Jane had met trouble so she can’t attend tomorrow’s book recommendation session,and she made a voice call to Li Hua. Jane:Hello, Li Hua, it’s Jane! I woke up feeling unwell today and I’m afraid I won’t be able to attend tomorrow’s book recommendation session. But I truly hope everyone can discover the charm of “The Old Man and the Sea”. Could you please share this book on my behalf tomorrow? 2. Writing assessment: 3. Writing bank 4. Sample 这部分重点为写作，从一步“Jane”生病了，需要李华代替她对《老人与海》进行简要的介绍，进一步首尾呼应，情景演绎。第二步：布置写作任务，第三步，适当给予相关的句式句型辅助，帮助学生理解并且利用句式来表达他们的想法。第四步，给予范文进行对照，了解相关的表达，并对照自己的文章，看看是否有要点缺漏。 10mins 迁移创新 Step 4: Summary 1. Make a summary about this period: 2. Deep thinking: 在总结部分，主要分为两部分：第一部分，主要对于本节课进行总结，了解从哪些方面来介绍《老人与海》；第二部分，主要对这节课学生的感受进行总结，并且鼓励学生要勇敢的面对生活中的一切挫折。 5mins Step5:Homework 打磨修改文章并且试图向你的朋友介绍《老人与海》这本书。但最重要的是利用英语来向别人介绍你最喜欢的中国小说，传递中国文化，讲好中国故事。 1min 板书设计/课堂小结 教学反思 本版块主题是文学《老人与海》，语篇类型是小说节选。语篇节选了主要四个环节的老人与鱼的海上搏斗.本次教学,学生能较好地把握桑地亚哥的“硬汉”精神，理解“人可以被毁灭，却不可以被打败”的深刻内涵。通过引导讨论，成功地将老人的形象从个人英雄升华到人类精神的象征。但反思发现，对小说中浩瀚的海洋、巨大的马林鱼等象征意义的挖掘尚浅，部分学生理解停留在故事表层。未来教学中，应设计更多活动，引导学生品味海明威简洁语言下的丰富意蕴，更深层地体会这场人与自然、与自我对话的哲学意味，让经典真正触动心灵。 — - 1 - — 学科网（北京）股份有限公司 $