1.3 Taking a Training Course-Writing ＆ Culture Understanding（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 writing and culture understanding 教材分析 本节课是单元的综合输出部分，核心任务是完成课程申请表。教材提供了范文分析、词汇铺垫、阅读材料等多种输入性资源，旨在通过阅读引领写作，帮助学生掌握实用文体写作技能，并将其应用于模拟真实的生活场景中。 学情分析 高中生已具备基本的英语句子写作能力，但对于填写结构化的正式表格经验不足。他们需要学习如何在不同栏目中准确、得体地提供信息，并清晰地表达个人目标和需求。学生对与自身发展相关的主题（如申请夏令营、工作坊）有较高兴趣，这为写作提供了真实的动机。 教学目标 1.能理解并运用课程申请表的核心词汇与表达；能模仿范文结构，独立完成一份课程申请表。2.能从阅读材料中筛选并整合关键信息，转化为写作内容；能通过同伴互评提升写作质量。 3.能进行自我反思，客观评估自身水平，并清晰规划学习目标。 思政目标：了解正式申请文体的基本格式和规范。 教学重点 1.掌握课程申请表的核心构成部分及每部分的常用表达。 教学难点 1.在“个人期望”等开放性栏目中，用恰当的英语清晰、有条理地表达个人目标和动机。 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: Introduce the scenario of the "Amazing Summer Coding Camp". Ask students: "If you are the camp organizer, what information do you need from the applicants?" Teacher's Role: Facilitate the brainstorm and write key words on the board (e.g., Name, Experience, Why...). Students' Task: Think and share their ideas. 创设真实、有趣的任务情境，激发学生兴趣。通过换位思考，引导学生主动建构对申请表结构的认知。 学生能说出至少3个申请者需要提供的信息类别。 Analyzing a Model - Wang Lin's Form 8’ Activity 1: Students skim Wang Lin's application form and match the four headings (Personal Information, Personal Expectations, Level, Other Activities) to the correct sections. Activity 2: Teacher guides students to analyze the model in depth by asking questions: "What are Wang Lin's expectations? Why did she choose these? What does her choice of volunteer activities tell us about her?" Teacher's Role: Explain key vocabulary (e.g., similar, maintain, community) and the logic behind the form's structure. Students' Task: Complete the matching task and participate in the analysis. 通过范文分析，让学生直观感知申请表的标准结构和内容，解构写作任务，降低畏难情绪。深度提问引导学生关注内容背后的逻辑。 能准确匹配标题；能理解范文各部分内容之间的关联。 Vocabulary & Language Focus 8’ Activity: Explicitly teach and categorize key vocabulary from the model. Personal Info: Gender, Contact, Address... Level: Beginner, Intermediate, Advanced... Expectations: Improve skills, Gain confidence, Meet friends... Teacher's Role: Present the vocabulary clearly. Provide and model the "Useful Sentence Patterns" for stating goals and problems. Students' Task: Listen, repeat, and take notes. 为学生接下来的写作搭建必要的语言支架，确保他们“有词可用，有句可循”。 学生能正确读出并理解核心词汇的含义和适用场景。 Controlled Practice - Completing a Form 5’ Activity: Students read the "Modern Language School - Business English" course advertisement and complete the corresponding application form. Teacher's Role: Monitor and provide individual support. Students' Task: Extract key information from the ad (e.g., course goals, activities) and use it to complete the form accurately. 这是一项控制性写作练习，让学生在模仿范文和利用语言支架的基础上进行初步实践，巩固所学结构和高频表达。 能根据阅读材料准确填写表格的大部分信息。 Reading & Information Processing 6’ Activity: Students read the "Tips for Study" passage and answer the multiple-choice questions to ensure comprehension. Teacher's Role: Briefly check answers to ensure students understand the text, as it is the basis for the final writing task. Students' Task: Read individually and complete the questions. 确保学生理解后续写作任务的背景材料，为从阅读到写作的顺利过渡做好准备。 能准确完成阅读理解题，表明理解了文章的主要学习建议。 Extended Writing Task & Peer Review 5’ Writing: Students apply for the "Study Skills Workshop" by completing an application form. They must use information from the "Tips for Study" passage and the "Useful Sentence Patterns". Peer Review: Students swap forms and use a simple checklist to evaluate their partner's work (e.g., "Is the personal information complete?", "Are the expectations clearly stated?"). Teacher's Role: Circulate, offer help, and identify good examples. Students' Task: Complete their own form and review their partner's. 创设综合性、半开放性的写作任务，考查学生整合信息、表达真实想法的能力。同伴互评培养学生批判性思维和合作学习能力。 写作内容切题，格式正确，能尝试使用新学词汇和句型。能根据清单给出简单的反馈。 Sharing & Summary 4’ Activity: The teacher shares 1-2 excellent student applications (anonymous) and highlights what makes them good. Then, briefly summarize the lesson by revisiting the four parts of an application form. Homework: Ask students to find a real or imagined course they are interested in and complete a full application form for it. 展示优秀作品起到示范和激励作用。总结帮助学生梳理课堂所学。作业将学习延伸到课外，鼓励学以致用。 学生能回顾出申请表的四个主要部分。 板书设计 Unit 1: Writing - Application Form 4 Parts of a Form: Personal Information (Who am I?) Personal Expectations (Why am I here?) Level (What's my level?) Other Activities (What else can I do?) Key Words: Level: Beginner / Intermediate / Advanced Expect: Improve skills / Gain confidence / Meet friends Useful Sentences: My goal is to... I hope to... I often find it difficult to... 教学反思 成功之处：本节课以“完成申请表”为核心任务，目标明确。教学环节从范文分析、语言输入到控制性练习、综合性写作，层层递进， scaffolding（支架）搭建得比较充分，有效支持了学生的输出。同伴互评活动初步培养了学生的评价意识。 待改进之处：在“个人期望”部分，部分学生的表达仍停留在单词或短语层面，未能成句。下次可在此环节增加更细致的句型操练。同时，在同伴互评前，应对如何给出具体、建设性的反馈进行更明确的指导 ( — 1 — )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 $