2.2 Sharpening Your Skills-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2023 第三版） Unit 2 Sharpening Your Skills 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 本课教学内容选自《英语 拓展模块》（第三版）第二单元“Sharpening Your Skills”读写板块（Reading and Writing）。内容以社会实践、专业实训为主题，阅读部分包含四个与专业培训、社会实践活动相关的短语篇和一篇讲述实习经历的语篇。通过多种形式，如实习生招聘、志愿者招募海报、实习证明、书信等呈现学生参与的社会实践活动，介绍了主人公的暑假实习经历，设计了匹配标题、理解语篇信息及梳理语篇叙事结构的学习活动，目的是训练学生快速阅读及获取语篇主题的能力，促进学生学习和掌握叙事的方法，丰富实践活动的同时强调社会实践对未来职业发展的重要性，让学生通过感悟主人公在实习中的变化和收获，形成对参与社会实践的思考。 写作部分设计了三个活动：活动一通过让学生阅读一篇日记的方式，将日记各部分名称与相应内容匹配，不仅训练学生分析篇章结构的能力，也让学生了解日记类语篇的特点，为写作做铺垫。活动二是让学生在阅读日记的基础上完成志愿活动记录表的填写，既训练学生通过阅读提取信息的能力，又帮助学生熟悉活动记录的要素及语言特点。活动三是让学生根据提示信息和活动记录表完成实习日记。三个活动的安排在能力训练上层层递进，逐步提升。使学生由通过阅读了解结构，到通过阅读填写信息，再到根据信息完成写作练习，达到同步提升学生阅读与写作能力的效果。 学情分析 本节课将聚焦“社会实践、专业实训”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，已掌握与假期经历、实习、志愿者活动相关的词汇和句型，对“世界技能大赛”等话题有了初步了解。部分学生有过实习或志愿者经历，对相关话题有切身感受。 （2）学生的能力水平 学生具备基础阅读能力，能获取文本表层信息，但对应用类语篇（如实习证明、招募启事、日记）的结构特点和写作目的尚不熟悉；写作方面，学生能完成简单句子书写，但日记等应用文的格式和语言组织需要系统指导。 （3）学生的兴趣态度 实习经历、志愿者活动、日记分享等话题贴近学生实际生活，尤其是高年级学生即将面临实习，对“如何描述实习经历”有较强的实用需求。 （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. 从长篇书信中提取关键信息和梳理逻辑结构的能力较弱；3. 日记写作中，时间顺序的安排和个人感受的表达需要范例引导。 教学目标 1. 语言知识与理解 掌握与实习和志愿服务相关的核心词汇：internship, intern, receptionist, qualified, team player, complaint, supervisor, volunteer, recruit, requirement, rewarding experience 等。 识别并理解四种应用文语篇类型：课程广告、实习证明、志愿者招募启事、实习项目介绍。 掌握英语日记的基本要素：日期、星期、天气、活动描述、个人感受。 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。 能够从书信中提取细节信息，完成判断正误和内容概要任务。 能够按照日记的格式和结构，根据所给信息补全并撰写实习日记。 3. 情感态度与素养 通过Stella的实习经历，认识到积极态度、团队合作和持续学习的重要性。 通过日记写作，学会记录和反思自己的成长经历，增强自我认知。 教学重难点 教学重点：识别不同应用文语篇类型，获取书信中的关键信息，掌握日记的格式和写作方法。 教学难点：从长篇书信中梳理Stella的实习经历变化（从接电话到售后服务），理解她的成长轨迹；在日记写作中自然融入个人感受和反思。 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 Lead-in 1. Review & Connect: "Last class we talked about different experiences—internship, volunteer work, skill training. Have you ever done an internship or volunteer work? How did you feel?" 2. Show pictures of internship certificate, volunteer recruitment, course advertisement. "What are these? Where can you see them?" 1. Share briefly about their own experiences. 2. Look at pictures and identify different text types. 激活已有知识和经验，导入阅读话题。 Step2 Pre-reading 1. Strategy Guidance: "Different texts have different purposes. Before reading in detail, let's practice identifying text types quickly." 2. Direct students to the four short texts. "Read them quickly and match with the correct text type." 3. Check & Analyze: For each text, ask one student to explain why they chose that type. Case Analysis: Text 2—"What kind of text is this? How do you know?" (internship certificate—mentions "one-month internship", "successfully completed", "certificate") 1. Scan the four texts. 2. Match each text with its type. 3. Explain their reasoning, identifying key words that indicate text type. 训练学生快速识别语篇类型的能力，为后续深度阅读打基础。 Step3 While-Reading (Read and decide) 1. Context Setting: "Now we're going to read a letter from Stella to her friend Suzy. She's sharing her internship experience." 2. First Reading (Skimming): "Read quickly and tell me: Where did Stella work? How long did she work there?" (international trade company, about two months) 3. Second Reading (Scanning for details): Have students read the 6 statements first. "Now read carefully and decide if each statement is true or false. Underline the sentences that support your answer." 4. Check & Discuss: For each statement, ask students to share their answer and the evidence. Deepen Understanding: Q3—"Did Stella make great progress in dealing with emails?" (Yes, but it says "in answering phone calls" first, then emails. She made progress step by step.) 1. Skim the letter to get the main idea. 2. Read the 6 statements. 3. Scan the letter to find evidence for each statement. 4. Share answers and discuss. 训练学生skimming和scanning两种阅读策略，培养寻找证据的阅读习惯。 Step4 While-Reading(Read and complete) 1. Structure Analysis: "Let's look at the summary. It follows Stella's internship journey." Guide students to identify the timeline: receptionist → After-Sales Service Department. 2. Vocabulary Support: Explain key words if needed: nervousness, excitement, pleasure, qualified, timid, supervisor. 3. Completion: Have students complete the summary individually or in pairs. 4. Check & Discuss: Review answers. Ask: "What did Stella learn from her internship?" (importance of being a team player, positive attitude, need to improve oral English) 1. Understand the timeline of Stella's internship. 2. Complete the summary with appropriate words. 3. Discuss what Stella learned from the experience. 通过完成概要，训练学生梳理文章主线、提取关键信息的能力。 Step5 Post-Reading (Discussion) 1. Group Discussion: "Stella learned a lot from her internship. What do you think is the most important thing she learned? Why?" 2. Connect to self: "If you have an internship in the future, what do you hope to learn?" 3. Invite 2-3 students to share. 1. Discuss in small groups. 2. Share personal thoughts and expectations. 将阅读与个人发展相结合，深化情感目标。 Step6 Pre-writing 1. Concept Explanation: "A diary usually has several parts. Let's look at Li Hua's diary and identify them." 2. Direct students to Li Hua's diary. Have them match the labels (weather, date, thoughts, day of the week, activities) with the corresponding parts. 3. Check & Summarize: Review answers. Summarize the structure of a diary: date + day + weather at the top, then activities (in time order), then thoughts/feelings at the end. 1. Read Li Hua's diary. 2. Match the labels with the correct parts. 3. Learn the structure of a diary. 通过案例分析，帮助学生掌握日记的基本结构。 Step7 While-writing 1. Detailed Reading: "Now let's look more closely at Li Hua's diary. What did she do? In what order?" 2. Have students complete the volunteer activity record. 3. Check & Discuss: Review answers. Ask: "How did Li Hua feel at the end?" (proud, rewarding) 1. Reread the diary carefully. 2. Complete the activity record. 3. Discuss Li Hua's feelings. 通过完成记录表，强化对日记内容和结构的理解。 Step8 Post-writing 1.  Context Setting: "Now let's help Wang Wei write his internship diary. He worked at BJ Hotel for two months. Today is his last day." 2. Information Review: Go through the information box with students. "What did he do in the morning? At noon? In the afternoon?" 3. Scaffolded Writing: Have students complete the diary with the given information. Remind them to use time order. 4. Facilitator: Circulate and offer help. 5. Challenge: "Now it's your turn! Imagine you have just completed an internship or volunteer work. Write a short diary entry about your last day." 6. Provide a simple framework on board: Date, day, weather What I did today (in time order) How I feel / What I learned 7. Facilitator: Offer help as needed. 1. Read Wang Wei's information. 2. Complete the diary using the given information. 3. Pay attention to time order and sentence structure. 4. Write their own diary entry. 5. Share with a partner if time permits. 提供支架，帮助学生完成从信息到连贯日记的转化。迁移运用所学，实现独立写作。 Step9 Exercise 根据Stella的信件内容，完成概要填空。 Stella spent her summer vacation working at a company, which gave her a chance to experience the 1) _______ of working. At first, she worked as a receptionist and mainly 2) _______ _______ _______. She thought this job 3) _______ at the beginning, but later she found that she should 4) _______ _______ of the company and 5) _______ _______ _______ _______ if she wanted to do it well. When she could do the job well, she moved on to the 6) _______ _______ _______ Department. 7) _______ _______ _______ made her nervous, because she was not confident enough. However, she did it very well too. 答案： 1-nervousness, excitement, pleasure, 2-answered phone calls, 3-was simple, 4-know well, 5-always be ready to answer questions, 6-After-Sales Service, 7-Dealing with complaint letters Step10 Summary 1.Today we read about Stella's internship experience. What did she do? What did she learn? 2.Today we learned how to write a diary—what to include and how to organize it." Step 11 Homework 1. Review the letter and underline all the things Stella learned from her internship. 2. Complete your diary entry if not finished in class. 板书设计 Reading & Writing: Experiences Text Types Stella's Internship • Course advertisement Receptionist → • Internship certificate • answered phone calls • Volunteer recruitment • thought it was simple • Program introduction • realized need to know company well After-Sales Service Dept. • dealt with complaints • felt timid at first • did a good job Diary Structure What Stella Learned 1. Date + Day + Weather • be a team player 2. Activities (time order) • have positive attitude 3. Thoughts / Feelings • improve oral English Useful Phrases • practice makes perfect • I spent... doing... • efforts pay off • At first... / Later... / At the end... • I felt... because... • I learned that... 教学评价 本课采用形成性评价与终结性评价相结合的方式。通过Task 1的语篇类型匹配，检测学生快速识别不同应用文的能力；通过Task 2的判断正误和Task 3的概要填空，评估学生对书信细节和整体结构的理解程度；通过写作任务的完成情况，评价学生掌握日记格式、运用时间顺序表达经历、融入个人感受的写作能力。重点关注学生在阅读过程中能否运用skim和scan策略，在写作中能否将阅读中学到的表达迁移运用，以及在讨论Stella的实习经历时是否能够反思自身成长。 教学反思 本课阅读材料贴近学生实际，Stella的实习经历真实生动，从最初的接电话到最后处理投诉，完整展现了一个实习生的成长轨迹，学生容易产生共鸣。通过判断正误和概要填空，学生较好地掌握了书信的主要内容和Stella的心路历程。写作部分从分析日记结构到补全日记再到独立写作，层层递进，学生基本掌握了日记的格式和写作方法。存在问题：部分学生在概要填空中对关键词的把握不够准确；独立写作时，时间顺序的表达仍需加强。改进设想：在阅读环节增加更多词汇和短语的积累活动；在写作前提供更多时间顺序的连接词范例（如 first, then, after that, finally），帮助学生组织语言。 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 $