资源简介

U4 Exploring Literature
Extended reading 教案
教材分析：
本课时进入本单元的Extended reading板块。该阅读文本节选自经典名著《老人与海》，语言地道，结构清晰，情节充满张力。课文后面设置了多维度、分层次的读后活动，促进学生对文本的理解。教学中注重对文本的理解，采用任务型教学法，自主学习与合作学习相结合的学习法，扩大课堂的语言输入量及学生的语言输出量。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，在活动中达成教学目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，通过观看视频、阅读文本材料、话题讨论以及自由发言等活动，创设语言使用环境，学生就故事内容话题展开英语表达，语言运用能力得到提升，巩固与拓展语言积累；学习海明威写作风格，提升写作能力。
思维品质上，学生学会用辩证的角度判断文学作品中人物行为，思维上的逻辑性与问题分析的深刻性与创新性得到训练。
文化意识上，学习、分析作品中蕴含的精神和海明威的写作风格，培养学生对文学作品正确的欣赏和评价能力。
学习能力上，自主思考能力、合作学习能力以及语言运用的综合能力得到训练。
教学重点：
理解文本内容，学习作品表达的精神，了解海明威的写作风格。
教学难点：
结合语法知识，以课堂教学为依托，培养学生对文学作品的欣赏能力，加强和提高运用英语的综合能力。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: Ss are asked to watch a short video and then discuss the content of the video: What can you see in the video T introduces the author Hemingway. T links the novel and Ss’ personal experience and impression. 通过观看视频,引出本课内容，激发学生的兴趣,为接下来的学习活动热身。 7’ CW/IW
Step 2 Fast reading: Ss are required to read the text quickly in a few minutes and then T selects some Ss to answer the following questions. At same time, T requires Ss to support 1-2 example to support their ideas: According to the excerpt, how many times has the fisherman tried to catch the fish How did the fisherman attempt to catch the fish How did the fish escape 训练学生的快速阅读、信息获取以及文章概括能力。激活已具备能力，增加观点说服力。 7’ IW/CW
Step 3 Discussion: Linking the old man from excerpt, T asks Ss to change the position whether they would give up or not. T gives some key points to hint Ss, and help them expand their ideas. 提高学生辩证思维能力，客观表达自己的看法。 3’ CW
Step 4 Reading: Ss need to read the text again with the task of answering the questions in A and then discuss their answers in groups. Then, several groups need to present their group work. 让学生带着问题进行阅读，不仅能训练其信息获取能力，还有助于锻炼其阅读理解能力，加深对文本的理解。 8’ IW/GW/CW
Step 5 Explore the sentences & Key words T selects several key words, phrases and sentences in the text to illustrate. 了解文本中重点与难点词句，学习英语表达，提高语言能力。 7’ CW
Step 6 Discussion： Ss are asked to answer the question of B individually and then discuss with their partners. (4 Ss as a group) T selects some students to present their final work. T uses a mind map to lead Ss consider what is destroyed or defeated. Furthermore, Ss concludes one or two sentences for summing up the excerpt. 加深学生对文本背后的精神的理解，促进学生思考。 8’ IW/GW/CW
Step 7 Have a discussion： Ss are asked to think about the following question: Are there any characters in other works that fit this sentence (T leads Ss to think about Chinese and foreign works to find out the similarity and differences.) What do you think the fish stands for Dream or challenge (Except understanding the image of the old man, Ss also need to consider what fish stands for, and use examples to support opinion) 这一任务的设计，基于课本又走出课本，促进学生进行独立思考与问题分析。通过寻找相似的文学形象，提高学生文化认同。在小组讨论中，互相学习，同时锻炼语言表达能力。 3’ IW/GW/CW
Step 8 After reading Watching the ending of the video, Ss have a deeper and direct way to realise the story. 根据视听，加深学生的印象，是语篇内容具体化。 3’ CW
Step 9 Writing tips T gives Ss some tips about how to develop a writing style and leads Ss to consider methods. 以读促写，由语篇写作风格出发，学生反思自己的写作风格。 8’ CW
Step 10 Debate: T organizes a debate on the question, which one is more important, the process or the result Ss talks freely. 组织简单的班级辩论活动，调动学生的思考，操练学生的表达能力。 5’ GW/CW
Step 11 Homework: Ss are asked to prepare: Find an article or excerpt that fits the characteristics of the characters in The Old Man and the Sea and share it with your classmates in the next class. 延伸课堂，输出文本内容，加深学生的思考。
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
通过本课时学习，学生能否理解全文；
通过本课时学习，学生能否感受作者的写作风格；
通过本课时学习，学生能否意识《老人与海》所表达的精神。

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