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： Develop students’ ability to comprehend the excerpt through emotional reading and analyze the text to identify the old man’s personality traits; 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) T guides Ss to skim the text and identify the four narrative elements: setting, characters, plot, and theme. 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； 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 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; 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 ” 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) 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 s ... ...
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