6.3Craftsmanship-Culture Understanding & Group Work（教学设计）-《英语 基础模块2》(高教版2023修订版）《上好课》

课程名称 《英语 基础模块2》（高教版2023修订版） Unit 6 Craftsmanship Culture Understanding & Group Work 教材分析 本节课整合教材 Culture Understanding 与 Group Work 两大核心板块，形成 “文化认知 — 榜样学习 — 语言实践” 的逻辑链条。Culture Understanding 板块聚焦中西方工匠精神的内涵差异，引导学生对比不同文化背景下工匠精神的侧重点，在跨文化视角中传承中国传统文化；Group Work 板块以 “大国工匠”（高级焊接工程师）的事迹为载体，让学生感知工匠的职业贡献与精神内核，探究其成功本质，进而激发个人价值追求。课程最终以 “你所知道的大国工匠” 投稿文章为输出任务，实现语言知识复习、文化素养提升与自我认知反思的三维目标。 学情分析 经过前两课时的学习，学生已具备用英语描述职业品质与职业精神的基础能力，对工匠精神的核心定义有初步认知，但存在三大短板：一是对中国古代工匠故事的积累不足，文化素材储备薄弱；二是缺乏对中西方工匠精神差异的系统性对比分析，跨文化理解流于表面；三是合作学习中信息整合与语言输出能力有待提升。基于此，本节课需通过教师引导、任务拆解、支架辅助等方式，降低合作探究与写作表达的难度，确保学生深度参与。 教学目标 文化目标：通过对比分析德、日、中三国工匠精神的侧重与行为规范，客观看待中西方文化差异，增强中华优秀敬业精神与工匠精神的传播意识。 Through comparative analysis, students can understand the different countries 'emphasis on the spirit of craftsmanship and behavioral norms, objectively view the cultural differences between China and the West, and spread the excellent Chinese professional spirit and craftsmanship spirit; 能力目标：掌握描述人物成长经历与工匠精神的核心词汇、句型，能通过小组合作完成信息搜集、讨论分析与投稿文章写作，提升合作探究与语言运用能力。 Through comparative analysis, students can understand the different countries' emphasis on the spirit of craftsmanship and behavioral norms, objectively view the cultural differences between China and the West, and spread the excellent Chinese professional spirit and craftsmanship spirit; 情感目标：内化 “大国工匠” 的专注、坚韧、创新等优秀品质，树立 “勤奋成就价值” 的职业信念与人生追求。 Internalize the excellent qualities and spirit of the master craftsman of the great country; Internalize the excellent qualities and craftsmanship spirit of the "master craftsman of the great country"; 教学重难点 重点：对比中西方工匠行为规范的异同；熟练运用目标词汇与句型表达人物成长经历及工匠精神。 难点：整合搜集到的多元信息，通过小组协作完成逻辑清晰、语言准确的投稿文章写作。 教学方法 1. 任务型语言教学法（Task-Based Language Teaching）：以 “投稿文章写作” 为核心任务，拆解为 “信息搜集 — 对比分析 — 讨论梳理 — 写作输出” 等子任务，驱动学生在完成任务中习得语言。 2. 情境教学法（Situational Teaching Method）：通过视频、真实案例、小组互动等情境创设，让学生在沉浸式体验中感知文化、运用语言。 3. 合作探究法（Cooperative Inquiry Method）：以 4 人小组为单位，通过讨论、分工协作等形式，培养学生的团队协作与问题解决能力。 课前准备 学生准备：搜集 1-2 位 “大国工匠” 的事迹（如职业、成就、关键经历），用思维导图梳理其核心工匠精神（如专注、创新、坚守等）；预习本节课核心词汇（craftsmanship, patience, creative, impressive 等）。 教师准备：制作包含视频片段（《我在故宫修文物》节选、大国工匠事迹短片）、阅读材料、句型模板、信息记录表、词云课件的 PPT；准备小组任务单与课堂反思表。 教学媒体 短视频（《我在故宫修文物》片段、大国工匠事迹短片）、音频材料、PPT（含阅读文本、句型模板、信息记录表、词云）、小组任务单、课堂反思表。 教学过程 教学环节 教师活动设计 学生活动设计 设计意图 Leading in Step1 Lead-in 1.Watch and answer. Watch the video and answer the following question. (1)Play the 2-minute video of Wang Jin restoring ancient clocks and watches from the documentary 'Masters in the Forbidden City', then pose the core question: What does the video mainly talk about ? What qualities can you find in the craftsman Wang Jin?” (2)Guide students to respond with simple words, naturally introducing the theme of 'craftsmanship' and listing key vocabulary on the board. 1. Focus on watching the video and capture key information; 2. Think independently and respond orally using learned vocabulary (e.g., careful, patient, skilled, etc.); 3. Follow the teacher's guidance to clarify the lesson's learning theme. 1. Stimulate students 'interest with visual and narrative videos, quickly delving into the core of "craftsmanship spirit"; 2. Activate students' existing vocabulary reserves, laying the groundwork for subsequent learning; 3. Through local Chinese craftsmen cases, initially permeate cultural confidence. Presentation Step2　Cultural Understanding 1.Read and choose Set up the "Read and Choose" task: quickly read and identify the countries mentioned in the text. Read the passage and choose the right answer. Which countries are mentioned in the passage? A.The United States, the United Kingdom, China; B. Germany, Japan, China; C. France, Italy, China 2.Read and complete Guide students to read the text carefully and compare the spirit of craftsmanship in Germany, Japan, and China, three major manufacturing countries. Complete the information sheet: What are the characteristics of the craftsman spirit in different countries? Germany · Products are well-built and durable · German are serious and strive for perfection · Quality is the life of products · Pay attention to technology and work ethic Japan · See their work as their first duty and remain loyal · Continued learning and creating · Love the work they do · Work hard · Try their best to do it perfectly China · art apprentice system from ancient time · Master taught apprentices skills and passed on the spirit of being hard-working, creative and dedicated through words and deeds. · Still carry forward craftsmanship and strive for excellence. 3.Group discussion Organize a discussion in a group of 4 people: Discuss the following question with your group members. What are characteristics(特征）of the craftsman spirit in different countries? What makes Chinese craftsmanship unique? Teachers monitor and provide language support (e.g. sentence templates:“The craftsmanship in Germany is famous for...”, “Chinese craftsmen pay more attention to...”） Step 3 Group Work 1.Read and Complete Set up the "Read and Complete" task: organize their career information（job, grade, work place, start time of working） address Engineer Li job welder grade high-speed railway senior technician Start time of working 1986 Work experience 1.he asked for advice on welding skills from experienced masters. 2.He kept on studying hard and practicing a lot. 3.He took part in many skills competitions and won many awards. contribution He has solve more than 100 technical problems,which has sped up China’s high-speed railway dream. honour Chinese Skill Award Craftsman of the Nation 2.List and Analyze Guide students to carefully analyze the materials and complete the "Effort-Quality Correlation Table", listing three key professional efforts of Li (e.g., "repeatedly practicing welding techniques to overcome high-precision welding challenges") and their corresponding personal qualities (e.g., "persistent, precise"). Efforts made Personal qualities he asked for advice on welding skills from experienced masters. Be modest He kept on studying hard and practicing a lot. Study hard and persistent *He took part in many skills competitions and won many awards. Continuous learning 3.Summarize and Write Provide a structured framework for article submissions: "Personal Information — Core Efforts — Honors Received — Reasons for Success", along with sentence templates (e.g.,“He has been working as...since...”, “He made great efforts by...”, “He was awarded the title ‘Craftsman of the Nation’ because...”） Engineer Li, (job, grade, workplace, start time of working,)*__________________________________________________________________________________________________________________________________________________ 1. (efforts made) __________________________________ ___________________________________________________________________________________________________________________________________________________ 2. (honour)_____________________________________________________________________ That’s why he was awarded the title “Craftsman of the Nation”. 4.Task allocation: One member organizes personal information, two members compile efforts and qualities, and one drafts the initial version. The teacher provides guidance on writing logic and linguistic accuracy during the process. 1. Conduct a quick scan of the text to complete multiple-choice questions and preliminarily identify key countries; 2. Perform a detailed reading to extract critical information, fill out a comparison table, and visually demonstrate differences in craftsmanship spirit among the three nations; 3. Form groups of 4 members to discuss, synthesize discussion points based on the text and pre-class preparation, and have a representative present group perspectives in English. 1. Read the biographical materials to quickly extract basic professional information about Li Mou and complete the fill-in-the-blank section; 2. Analyze the materials sentence by sentence, annotate key efforts, match corresponding professional qualities, and fill out the "Effort-Quality Correspondence Table"; 3. Collaborate within groups to integrate information using writing frameworks and sentence templates to draft an initial submission; 4. Conduct internal group reviews of the draft to correct grammatical errors and logical inconsistencies. 1. Through the step-by-step tasks of "speed reading — intensive reading — discussion", students 'reading strategies (skimming, scanning) and information extraction skills are cultivated; 2. Differences are visualized and compared in tabular form to reduce the difficulty of cross-cultural understanding and reinforce the core cognition of "China's craftsmanship spirit combining inheritance and innovation"; 4. Group discussions provide students with language practice scenarios to enhance oral expression and collaboration skills. 1. Task decomposition (information extraction — quality analysis — writing output) reduces writing difficulty and aligns with students 'cognitive patterns; 2. Sentence templates provide scaffolding for language output, ensuring students have both content to express and vocabulary to use; 3. Division of labor and collaboration cultivate students' sense of responsibility and teamwork skills, while peer review of drafts enhances language correction abilities. Practice and drill Conclusion 1. Present the word cloud presentation of core vocabulary and sentence patterns from this lesson, guiding students to read and consolidate together; 2. Instruct students to conduct self-evaluation using the classroom reflection form, focusing on three dimensions: "knowledge mastery (vocabulary/sentence patterns), skill enhancement (cooperation/writing), and cultural awareness (East-West differences)"; 3. Summarize the lesson's core message: "Craftsmanship is not only a skill, but also a spirit of dedication, innovation, and perseverance," elevating the emotional objectives. Homework Surf the Internet for more information about wonders of human construction.Make an introduction and share it with your family and friends. Blackboard Design Unit 6 Craftsmanship - Culture Understanding & Group Work Core Vocabulary（核心词汇）： craftsmanship（工匠精神） patience（耐心） creative（创新的）impressive（令人印象深刻的）unique（独特的） Core Sentences（核心句型）： What does the video mainly talk about? He was awarded the title "Craftsman of the Nation". What are the characteristics of...? He made great efforts by... Craftsmanship is a spirit of... Key Comparison（核心对比）： Germany ：Precision & Standards（精准+标准） Japan ：Details & Inheritance（细节+传承） China：Heritage & Innovation（传承+创新） Teaching Evaluation 1. Process evaluation: Monitor students' classroom participation, group discussion performance, and sentence imitation quality; 2. Outcome evaluation: Grade environmental poster projects based on theme clarity, content completeness, and linguistic accuracy; 3. Self-evaluation: Use a classroom reflection form to help students assess their knowledge mastery and skill development. Teaching Reflections Strengths: The task design follows a progressive structure, forming a complete cycle from "input (reading/video) — internalization (discussion/analysis) — output (writing/share)" that aligns with students' language learning patterns. Weaknesses: Group discussions lacked precise time management, with some groups facing writing deadlines due to heated debates, and a few students failing to complete their drafts. Improvement: Optimize time allocation by setting clear time limits of "5 minutes discussion + 10 minutes writing" before group discussions, assigning timekeepers to ensure efficient task execution. 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 学科网（北京）股份有限公司 $