2.3 Following Instructions-Culture Notes and Problem Solving（教学设计)-《英语 工科类职业模块》(高教版）《上好课》

课程名称 《英语 工科类职业模块》 （高教版） Unit 2 Following Instructions Culture Notes and Problem Solving 课型 新授课 课时 授课班级 授课时间 授课教师 教材分析 本课教学内容选自教材第二单元的文化注释和问题解决（ Culture Notes and Problem Solving ）板块，问题解决模块旨在训练学生利用本单元所学知识，在真实语境中培养灵活处理机器故障的能力；文化注释板块通过阅读，帮助学生理解职业精神的基本内涵，培养学生爱岗敬业和恪守职业道德的职业精神。 学情分析 本节课的教学设计紧密围绕职业精神的内涵与问题解决的实践，提升职业核心素养，基于此，学情分析如下： （1）学生的知识储备：通过本单元前序内容的学习，学生已经掌握了与设备操作、故障描述及遵循指令相关的核心词汇和句型（如：The machine stopped., check the instructions, There is something wrong with...）。这为他们理解本课关于“机器故障”的案例提供了语言基础。然而，对于“职业精神（professionalism）”、“职业道德（professional ethics）”等抽象概念，以及孔子名言等文化背景知识，学生的认知较为薄弱，需要具体案例来辅助理解。 （2）学生的能力水平：学生具备基本的阅读理解能力，能够理解Li Ming和Wang Haiyang的案例大意。他们有一定的判断能力，能够对两种解决问题的方式做出初步的好坏区分。但在深入分析行为背后的原因、将具体行为提炼为抽象的职业素养，并在此基础上进行有效的口语讨论和观点陈述方面，能力尚有欠缺。 （3）学生的兴趣态度：作为即将步入职场的中职学生，他们对于“如何成为一名好员工”、“如何在工作中解决问题”等与现实职业发展紧密相关的话题有天然的好奇心和求知欲。案例对比分析的形式比单纯说教更能引发他们的思考。部分学生可能会对理论化的文化内容感到疏离，需要将其与鲜活的职场情境紧密结合。 （4）学生的学习困难：核心困难：将Li Ming和Wang Haiyang的具体行为与“职业精神”的抽象概念（如恪守职责、精益求精、一丝不苟）联系起来；用英语清晰地表达自己对案例的看法和理由。 个体差异：一部分学生逻辑思维较强，能较快地分析出案例的深层含义；而另一部分学生可能更倾向于Wang Haiyang“动手就干”的方式，需要引导其理解规范操作的重要性。 教学目标 1.语言知识与理解：（1）学生能够理解并运用与职业精神相关的核心词汇，如：professionalism, professional ethics, commitment, dedication, meticulous, continuous improvement。 （2）学生能够理解孔子名言“事思敬、执事敬、修己以敬”的基本精神及其与现代职业精神的关联。 2.语言技能与运用：（1）能够分析、比较Li Ming和Wang Haiyang解决问题的不同方式，并评价其优劣。 （2）能够围绕职业精神主题，用英语表达自己的观点，并简单陈述理由。 （3）能够在模拟的职业情境中，提出遵循职业规范的问题解决步骤。 3.情感态度与职业素养：（1）引导学生认同爱岗敬业、恪守职责、精益求精等职业精神的价值。 （2）培养学生严谨、规范的工作态度和解决问题的能力，摒弃鲁莽、违规的操作习惯。 教学重难点 教学重点：理解职业精神的核心内涵；分析对比两个问题解决案例，理解规范操作的重要性。 教学难点：将抽象的职业精神概念与具体的职业行为相联系，并能够用英语进行有效的阐述和讨论。。 教学方法 情境教学法与任务型教学法相结合、启发式与支架式教学法、合作探究学习法 课前准备 PPT课件、视频材料 教学媒体 希沃白板 教学过程 教学环节 教师活动设计 学生活动设计 设计意图 Step1 Warming up and lead in 1. Show two pictures: Picture A: a worker carefully reading a manual before operating a machine. Picture B: a worker directly starting a machine without checking. 2. Ask simple questions: “What are they doing?” “Which way is better? Why?” 3. Introduce the topic: “Today, we will talk about professionalism and the best ways to solve problems at work.” 1. Look at the pictures and describe what they see in simple English. 2. Vote and give simple reasons for their choice (can use L1 if necessary). 3. Get to know the topic of the lesson. 1. 通过直观的图片对比，快速引入“规范操作”与“随意操作”的冲突，激发学生兴趣。 2. 创设轻松的投票环节，让所有学生参与进来，初步暴露学生的前概念，为后续案例分析做铺垫。 Step2 Exploring Problem-Solving Cases 1. Vocabulary Pre-teaching: Briefly pre-teach key words: manual, supervise, broke down, took apart. 2. Reading & Information Transfer: Have students read the two cases about Li Ming and Wang Haiyang. Then, complete a T-chart on the board with the class. (1) Li Ming's Way: Problem (Machine stopped) -> Action (Checked manuals & instructions) -> Result (?) (2) Wang Haiyang's Way: Problem (Machine broke down) -> Action (Took it apart) -> Result (?) 3. Guided Discussion: (1) “What might happen next for Li Ming? For Wang Haiyang?” (2)“Why is reading the manual a good idea?” (Introduce: It's safe, follows rules, systematic) (3)“What are the risks of taking the machine apart without guidance?” (Introduce: It's dangerous, might cause more damage, against rules) 1. Learn the key vocabulary. 2. Read the two cases individually and extract key information to complete the T-chart with the teacher. 3. Participate in the discussion, predict the outcomes, and understand the rationale behind different actions. 1. 通过T-chart将文本信息可视化，帮助学生清晰对比两种行为模式。 2. 通过引导性提问，让学生自己推导出行为的可能后果和内在逻辑，从而深刻理解“遵循规范”在问题解决中的核心地位，为引入“职业精神”概念打下坚实基础。 Step3 Understanding Professionalism 1. Connecting Cases to Concepts: Point to the T-chart and say, “Li Ming's way shows professionalism. Wang Haiyang's way does not.” 2. Concept Elaboration: Use simple language and examples to explain professionalism (e.g., doing your job well, responsibly, and ethically) and professional ethics (e.g., following safety rules, being honest). 3.Linking to Traditional Culture: (1) Write Confucius's words in Chinese: “事思敬、执事敬、修己以敬”. (2) Explain in simple English: “Confucius told us to be serious and respectful about our work. This is our traditional virtue.” (3) Connect: “Li Ming was respectful to his work and the rules. This is professionalism, and it's also a traditional Chinese virtue.” 1. Connect the concrete case (Li Ming) with the abstract concept (professionalism). 2. Listen to the explanation and try to understand the core meaning of the concepts. 3. Learn about the cultural connection and understand that professionalism is not just a modern idea but also rooted in their own culture. 1. 在学生已有案例理解的感性基础上，顺势引出“职业精神”等抽象概念，符合从具体到抽象的认知规律。 2. 将孔子思想用浅显的语言进行阐释，并与现代职业精神相关联，旨在增强学生的文化认同感和对职业精神的价值认同，使思政教育自然融入课堂。 Step4 Role-play 1. Set the Scene: Create a new scenario: “You are a trainee. Your computer suddenly shuts down and won't start. Your master is not here.” 2. Provide Language Support: Write useful sentence frames on the board: (1)“I should first... because it's professional.” (2)“I cannot... because it might be dangerous/against the rules.” (3)“A professional way is to...” 3. Role-play Task: Ask students to work in pairs. One plays the trainee who acts professionally, the other plays a colleague who suggests a quick but risky fix (e.g., "Just hit it!"). The trainee must explain his/her professional solution. 4. Monitor and Support: Walk around, listen in, and help students express their ideas. 1. Understand the new scenario. 2. Use the language scaffolding on the board. 3. Work in pairs to create and practice the role-play. 4. Volunteer to perform their role-play in front of the class. 1. 通过角色扮演，让学生在模拟的职场情境中应用所学概念，实现从“理解”到“初步运用”的跨越。 2. 提供语言支架，有效降低口语输出的焦虑和难度，确保讨论围绕“职业精神”展开。 3. 通过正反角色的辩论，进一步强化学生对职业行为规范的认识和内化。 Step5 Exercise 1. These workers have all received training before they operate the machines. 2. Technology helps us get a job done more efficiently. 3. A product’s performance and features are an important part of the instructions. 4.It’s dangerous for the operator to clean the ______________（机床）with the power on. 5.All the people in a factory must follow the __________ (安全规则) 答案：1.这些工人在操作机器之前都接受过培训。 2.技术帮助我们更高效地完成工作。 3.产品的性能和特性是说明书的重要组成部分 4.machine tool 5.safety rules Step 6 Summary Professionalism means being responsible, following rules, and solving problems in a safe and smart way, just like Li Ming and Confucius taught us. Step 7 Homework Write a short paragraph: “Who is a professional worker in your mind? Why?” (e.g., a doctor, a teacher, a mechanic). Describe one professional thing they do. 教学反思 本节课围绕“职业精神”与问题解决展开教学。通过案例对比、角色扮演等活动，学生能深入理解职业精神内涵，课堂参与度高。但部分学生对传统文化名言的理解仍显抽象，需在后续教学中补充更多行业实例，增强感性认识。今后可尝试让学生收集身边的职业故事，进一步提升教学实效。 精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 $