1.2 Taking a Training Course-Reading（教学设计）-《英语 拓展模块》（高教版2023修订版）《上好课》

单元名称 《英语 拓展模块》（高教版2023修订版） Unit1 Taking a Training Course 课程 Reading 教材分析 本节课是单元的第二部分，聚焦于阅读技能的训练。内容从听说过渡到读写，核心是让学生识别和理解不同类型的课程相关文件（如课程介绍、会议日程、停课通知、申请表）。教材旨在培养学生快速获取关键信息的实用阅读技能（略读、扫读），并将其应用于解决实际问题（如选课、填表），体现了英语的工具性和实用性。 学情分析 高中生已具备基本的英语阅读能力，但对于处理真实的、非连续性的文本（如表格、通知）经验不足。他们需要系统性地学习阅读策略，以提高在真实语境中处理信息的效率和准确性。学生对与自身发展相关的话题（如选课、证书）有较高兴趣，这为教学提供了良好的动机基础。 教学目标 1.能识别并理解与课程相关的不同文体的结构和目的；掌握相关核心词汇。 2.能熟练运用略读获取主旨大意，运用扫读定位关键细节。 3.能根据个人需求，分析、评估并选择合适的课程，培养批判性思维和决策能力。 思政目标：了解课程级别体系等教育常识，为未来的学术或职业规划打下基础。 教学重点 1.掌握并运用略读和扫读策略理解四类课程文件；掌握核心词汇。 教学难点 1.根据文本信息进行分析、推理，为不同需求的人推荐合适课程；独立完成申请表的填写。 教学方法 小组讨论法、任务教学法 教学手段 PPT课件、多媒体设备、音视频素材等 教学过程 教学环节与 时间分配 教学活动与步骤 设计意图 评价要点 Warming-up 4’ Activity: Discussion - "What information is most important to you when choosing a course?" Teacher's Role: Shows the question and prompts students with categories (Course Content, Teacher & Fee, Time & Place, Certificate & Level). Students' Task: Think individually and then share their opinions with the class. 激活学生关于“选课”的已有知识和个人经验，激发学习兴趣，为后续阅读不同课程文件做好内容上的铺垫。 学生能说出至少两个合理的选课考虑因素，并积极参与讨论。 Vocabulary & Text Type Preparation 8’ Activity: Introduce key vocabulary (certificate, schedule, application, beginner, intermediate, advanced, etc.) and the four types of documents (Course Introduction, Conference Schedule, Class Cancellation Notice, Application Form) with their purposes. Teacher's Role: Presents the words and document types clearly, using examples. Students' Task: Listen, repeat, and understand the key terms and concepts. 提前扫清阅读中的词汇和背景知识障碍，帮助学生建立对文本类型的初步认知，为后续的阅读策略训练打下基础。 学生能正确跟读单词，并能将文档类型与其基本目的大致对应。 Reading Strategy Introduction 8’ Activity: Explicitly explain the reading strategies: Skimming (for main idea) and Scanning (for specific details). Teacher's Role: Defines both strategies and provides practical tips (e.g., for skimming: read first/last paragraph; for scanning: look for numbers, names, keywords). Students' Task: Understand the difference between the two strategies and when to use them. 直接传授阅读技巧，使学生的阅读行为从盲目变得有策略、有目的，提升阅读效率和自信心。 学生能清晰区分略读和扫读的不同目的和应用场景。 Task 1 - Skim and Match 5’ Activity: Students skim the four documents (A-D) to match each with its general purpose. Teacher's Role: Gives clear instructions and time limit. Checks answers and briefly discusses how students identified the purpose (e.g., through titles, key words). Students' Task: Practice skimming to get the gist of each document and complete the matching task. 专项训练“略读”技能，让学生在实践中快速把握不同类型文档的核心功能，验证对文本类型的理解。 专项训练“略读”技能，让学生在实践中快速把握不同类型文档的核心功能，验证对文本类型的理解。 Task 2 - Read and Choose 6’ Activity: Students read the course descriptions in detail to recommend the most suitable course for different learners. Teacher's Role: Guides students to scan for keywords in both the learner's needs and the course descriptions. Students' Task: Scan the text for specific information (e.g., "academic qualifications", "confident speaker") to make logical recommendations. 综合训练“扫读”技能和逻辑推理能力。学生需要超越字面意思，理解文本内涵，并进行匹配，培养解决实际问题的能力。 能为不同需求的学员选出最合适的课程，并能从文本中找到支持其选择的理由。 Language Focus & Task 3 - Read for Details 5’ Activity: Language Focus: Draw students' attention to the sentence patterns for expressing purpose and goal (e.g., "This course will enable you to...", "...will help you to..."). Task 3: Students scan the course features to fill in the blanks in a summary text. Teacher's Role: Highlights the useful sentence patterns. Monitors and assists students as they complete the detailed reading task. Students' Task: Identify the goal-setting language. Then, carefully scan the document to find the exact words to complete the summary. 聚焦于功能语言的学习，帮助学生掌握如何表达课程目标。通过填空任务训练学生精准定位细节信息的能力和对文本的深度理解。 能识别目标句型；能准确完成填空任务，词汇拼写正确。 Summary & Homework 4’ Activity: Briefly review the key vocabulary, document types, and reading strategies covered in the lesson. Homework: Ask students to find an online course introduction in English and write down 3 key pieces of information they learned using skimming and scanning. 巩固课堂所学，将阅读策略从课内延伸到真实网络环境，鼓励自主学习和实践应用。 学生能明确作业要求，将所学技能应用于真实语境。 板书设计 Unit 1: Taking a Training Course - Reading Reading Strategies: Skimming: Main Idea Scanning: Specific Details Document Types & Purposes: Course Introduction -> Describe & Attract Conference Schedule -> Inform (Time/Order) Cancellation Notice -> Announce Application Form -> Collect Information Key Vocabulary: certificate, schedule, application beginner, elementary, intermediate, advanced academic, individual, one-to-one Useful Patterns: This course will help you to... ...will enable you to... ...will prepare you to... 教学反思 成功之处：本节课结构清晰，以阅读策略为主线，任务设计层层递进，从把握主旨到抓取细节，符合认知规律。将语言学习与实用技能（处理文件、选课）紧密结合，体现了英语的实用性，学生参与度较高。 待改进之处：在Task 2（为学员选课）环节，部分学生可能仅凭一两个关键词匹配，而未能进行更深层次的推理。未来可以增加一个小组讨论环节，让学生陈述选择理由，以促进更深入的思考。对于基础较弱的学生，在扫读任务中可提供更明确的关键词提示。 ( — 8 — )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 $