1.2 Taking a Training Course-Reading and Writing（教案)-《英语 拓展模块》（高教版 第三版）【上好课】

课程名称 《英语 拓展模块》 （高教版 第三版） Unit 1 Taking a Training Course Reading and Writing 课型 新授课 课时 授课班级 授课时间 授课教师 教材分析 本板块以培训课程相关信息及宣传介绍为主要内容，共包含阅读四个短语篇、一个长语篇以及三个写作活动。其中，阅读的四个短语篇以课程简介、讲座海报、培训证书、课程通知的不同形式，从不同角度呈现了培训相关应用类语篇的写作结构及内容特点。针对这四篇阅读，教材中设计了匹配文本类型的学习活动，其目的是训练学生通过快速阅读获取语篇关键信息并判断语篇类型的能力。长语篇以培训学校的课程介绍为主题，呈现学校简介、课程名称等信息，教材设计了提取重点信息及梳理语篇逻辑的学习活动，旨在训练学生获取细节信息与理解语篇内容的能力，引导学生关注此类语篇的写作逻辑，培养学生的思维能力。 写作部分包含三个活动：活动一是学生阅读课程申请表，分析梳理课程申请表中的核心要素，旨在训练学生篇章结构分析能力，熟悉课程申请表的结构及核心要素。活动二是让学生在阅读课程申请表的基础上获取申请人的信息，训练学生通过阅读提取信息的能力，让学生进一步熟悉课程申请表的语言特点，为下一步填写课程申请表做好准备。活动三是让学生根据语言学校的课程信息，补全并填写课程申请表。 学情分析 本节课将继续聚焦“报名和参加培训课程”这一具体职场话题。基于此，学情分析如下： （1）学生的知识储备 学生通过本单元听说板块的学习，已掌握咨询培训课程的相关词汇和句型，对“培训课程”话题有了一定的语言基础。 （2）学生的能力水平 学生具备基础的阅读能力，能获取文本表层信息，但对应用类语篇（如课程介绍、申请表）的结构特点和写作逻辑尚不熟悉；写作方面，学生能完成简单句子书写，但正式表格填写经验不足。 （3）学生的兴趣态度 课程介绍和申请表贴近未来求职或升学的实际需求，学生对“如何选择适合自己的课程”有一定探索兴趣。 （4）学生的学习困难与个体差异 1. 阅读中难以快速判断不同语篇类型；2. 从较长篇课程介绍中筛选关键信息匹配学员需求时容易遗漏；3. 对申请表的格式要求不熟悉，填写时容易忽略细节。 教学目标 1. 语言知识与理解 能够识别并说出课程介绍、培训证书、课程通知、申请表四种应用文语篇类型及其特点。 掌握描述课程的核心词汇：level (beginner/intermediate/advanced), feature, purpose, academic, one-to-one, community activity, expectation 等。 掌握课程申请表的六大构成要素：个人信息、个人期望、经历/水平、社区活动、签名、日期。 2. 语言技能与运用 能够通过快速阅读，准确判断语篇类型并获取关键信息。 能够从课程介绍中提取课程级别、适合人群、课程特色等信息，并根据学员需求推荐合适课程。 能够分析申请表结构，理解各部分的填写要求，并准确、规范地补全填写课程申请表。 3. 情感态度与素养 认识到根据自身需求和水平理性选择课程的重要性，培养规划意识。 通过填写申请表，体验真实的学习规划过程，增强对未来发展的主动思考。 教学重难点 教学重点：获取课程介绍中的关键信息（课程类型、适合人群、课程特色），为学员推荐合适课程。 教学难点：分析课程申请表的结构要素，并准确、规范地填写申请表。 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 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 1. Review: “Last class we talked about asking for course information. If you want to take a course, where can you find detailed information?” (brochures, websites, posters) 2. Show different types of texts (course description, certificate, notice) and ask: “What are these? How are they different?” 1. Answer questions and share ideas. 2. Look at examples and briefly discuss the differences. 激活旧知，导入阅读话题，引发对语篇类型的关注。 Step2 Pre-Reading 1. Concept Explanation: “Different texts have different purposes. A certificate proves you finished something. A notice gives important information.” 2. Task 1 Guidance: Direct students to the four short texts. “Read quickly and match each text with its type.” 1. Learn the purpose of different text types. 2. Scan the four texts and complete the matching task. 帮助学生建立语篇类型意识，训练快速阅读获取主旨的能力。 Step3 While-reading (Task 1: Match) 1. Check answers. For each text, ask one student to explain why they chose that type. 2. Case Analysis: Point to Text 4 (class cancellation). “How do you know it's a notice? What words tell you?” (canceled, upon my return) 1. Share answers and explain reasoning. 2. Identify key words that indicate text type. 通过案例分析，强化语篇类型识别技巧。 Step4 While-reading (Task 2: Read and choose) 1. Strategy Guidance: “Now we have four course descriptions. Read them carefully. What information is important?” (level, skills, purpose) 2. Assign students to read the descriptions of General English, Academic English, Speaking/Listening, and Other Languages. 3. Case Analysis: Guide students to read Li Wei's needs. “What does he need? (listening, speaking, pronunciation) Which course matches?” (Speaking, Listening and Pronunciation) 1. Read the course descriptions and highlight key information. 2. Work in pairs to match each person's needs with the appropriate course. 3. Complete the table. 训练学生从阅读材料中筛选关键信息并解决实际问题的能力。 Step5 While-reading (Task 3: Read and complete) 1. Direct students to the table in Task 3. “Now let's look closely at each course. What are the features?” 2. Have students reread the descriptions and fill in the missing information. 1. Reread the course descriptions carefully. 2. Complete the table with key features of each course. 强化细节信息提取能力，为写作环节积累语言素材。 Step6 Pre-writing (Task1:Read and label) 1. Concept Explanation: “When you apply for a course, you need to fill in an application form. It has different sections.” 2. Show the blank Gardening Course Application Form. “Read the form and match the headings to the correct sections.” 1. Learn about the structure of an application form. 2. Read the form and place the headings in the correct positions. 引导学生分析申请表结构，为写作做准备。 Step7 While-writing (Task2: Read and answer) 1. “Now we know the structure. Let's read Wang Lin's completed form and answer the questions.” 2. Have students read the form and answer the four questions individually or in pairs. 1. Read the completed application form. 2. Answer the questions about Wang Lin's information. 通过回答问题，加深对申请表各要素的理解。 Step8 While-writing (Task 3: Read and complete) 1. Case Analysis: Show the Modern Language School course information. “This is a Business English course. What information do we need to fill in the form?” 2. Guide students to identify key details: course name, time, fee, etc. 3. Have students complete the application form based on the course information. 1. Read the course information and identify key details. 2. Fill in the application form, including personal information (to be created), expectations, level, and signature/date. 综合运用本课所学，完成真实的申请表填写任务。 Step7 Exercise 判断下列描述属于哪种语篇类型 （course description / certificate / notice / application form）。 1. This course is for beginners who want to improve their speaking skills. _______ 2. This certificate is awarded to Mary for completing the training program. _______ 3. Please fill in your name, address, and phone number. _______ 4. Tomorrow's class is canceled due to the holiday. _______ 答案： 1-course description, 2-certificate, 3-application form, 4-notice Step8 Summary 教师引导学生重视所学内容的系统总结，每位学生根据自我检测表中内容进行总结，是否掌握了以下词汇和表达句型。教师邀请两位学生进行简单回顾，教师对本课所学话题重难点内容进行总结、补充、强调。 Tick the points you have mastered. I have mastered the following words and expressions: （ ）go to evening classes （ ）prepare for an exam （ ）apply for （ ）sign up for a Chinese course （ ）have the new employee training （ ）further education （ ）have a plan for （ ）apply for a college （ ）academic tests （ ）internship （ ）last for （ ）register for a course （ ）speak to the audience （ ）public speaking （ ）give a lecture I have mastered the following sentence structures: （ ）How much does the course cost? （ ）What’s your plan for the year? （ ）What does the course include? （ ）How long does the course take? （ ）Are there any requirements for taking the course? By learning about the subject, I can （ ）understand talks about registering for a course. （ ）ask for and give information about a school club and a course. （ ）understand course introduction. （ ）understand the importance of life-long learning. Step 9 Homework Find a real course online (or imagine one) and create a simple application form for it. 板书设计 Reading & Writing: Training Courses Text Types Course Information • Course description • Level: beginner/intermediate • Certificate • Skills: speaking, writing • Notice • Purpose: daily life / academic • Application form • Features: one-to-one, test Application Form Structure Useful Phrases 1. Personal Information • This course is for... 2. Personal Expectations • It helps you to... 3. Experience/Level • I'd like to apply for... 4. Other Activities • I expect to... 5. Signature • I have... experience 6. Date 教学评价 通过阅读任务检测学生获取信息、匹配需求的能力；通过申请表填写任务评估学生对表格结构的理解和语言运用能力；结合课堂练习完成情况，综合评价学生本课学习效果。 教学反思 本课阅读材料贴近实际，任务设计循序渐进，学生能够基本掌握课程信息获取和申请表填写方法。成功之处在于通过“匹配学员需求”任务，引导学生将阅读信息与实际应用相结合，增强了学习的实用性。存在问题：部分学生对表格中“个人期望”等开放性内容表达困难，语言输出不够丰富；语篇类型判断环节部分学生速度较慢，影响后续任务进度。改进设想：在“个人期望”填写前提供更多句型支架（如 I expect to... / I hope to... / I want to...）；在阅读环节增加限时训练，提高快速阅读能力。 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 $