6.1 Carrying Forward Craftsmanship-Listening and Speaking（教案)-《英语 拓展模块》(修订版）【上好课】

课程名称 《英语 拓展模块》 （高教版2023 修订版） Unit 6 Carrying Forward Craftsmanship Listening and Speaking 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》（修订版）第六单元“Carrying Forward Craftsmanship”听说板块（Listening and Speaking）。本板块以职业活动为主题，设计了四个短对话和两个长对话听力活动以及两个口头交际活动。四个短对话从克服职场困难、求职升职等方面呈现了与职业相关的内容，其目的是激活学生的语言知识与生活常识，同时让学生了解职业生涯的发展需要规划，努力付出是职场优异表现的基础。两个长对话的主题分别为职场问题沟通和天文学家南仁东的事迹介绍，旨在训练学生获取对话中的关于职业活动的主要信息的能力，理解对话所体现的职业精神，为学生了解职业活动中的团队精神、敬业精神提供了内容载体。本板块的口头交际活动由两部分组成。补全对话活动呈现了港珠澳大桥设计团队成员与记者的对话，展现了港珠澳大桥建设者的精神面貌；情境交流活动为学生提供了两个情境，分别是与同伴讨论自己参与过的项目活动和介绍自己的榜样——大国工匠胡双钱，旨在让学生在完成听力部分学习后，运用所学语言知识、技能、文化信息等进行口头输出，实现由输入到输出的良性循环。 学情分析 本节课将聚焦“传承工匠精神”的话题。基于此，学情分析如下： （1）学生的知识储备 学生即将面临实习或就业，对职场沟通、团队合作、职业素养等话题有现实需求。经过前五个单元的学习，已具备一定的听说能力和相关词汇基础。 （2）学生的能力水平 学生能听懂日常对话，但对于职场场景中的情绪表达、投诉处理、团队协作等复杂交际情境，理解和应对能力仍需提升。 （3）学生的兴趣态度 本课话题贴近学生未来职场生活，天文学家南仁东、“大国工匠”等榜样故事能有效激发学生的职业认同感和学习热情。 （4）学生的学习困难与个体差异 1. 听力材料中涉及职场情绪（upset, complaint, attitude）、团队责任等抽象话题，需要情感理解；2. 长对话中人物关系和问题原因需要理清；3. 口语表达时，用英语进行职场沟通和描述榜样人物的能力需要训练。 教学目标 1. 语言知识与理解 掌握与职场沟通、工匠精神相关的核心词汇：complaint, promotion, be in a bad mood, keep one‘s spirits up, devote...to, radio telescope, craftsmanship 等。 掌握职场沟通和描述人物的句型： You look upset. What‘s the matter? We should help each other. He devoted himself to the project. 2. 语言技能与运用 能够通过听力获取对话中的关键信息，完成匹配、选择和表格填空任务。 能够运用所学句型进行职场沟通（表达情绪、提出建议、团队协作）。 能够简单介绍一位自己敬佩的榜样人物。 3. 情感态度与素养 理解团队合作和互相帮助的重要性，培养积极的职场态度。 通过南仁东等榜样人物的故事，感悟“工匠精神”的内涵——专注、奉献、追求卓越。 教学重难点 教学重点：掌握职场沟通的核心句型，获取听力材料中的关键信息（人物情绪、问题原因、团队应对）。 教学难点：理解团队协作中“帮助他人”与“承担责任”的平衡；用英语连贯地介绍一位榜样人物 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、听力材料 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. Show pictures of people working in teams. Ask: “What makes a good team member? What should we do when a teammate is in trouble?” 2. Topic Introduction: “Today we’ll learn about workplace communication and the spirit of craftsmanship.” 1. Share ideas about teamwork. 2. Predict the content of the unit. 从团队合作切入，激活职场沟通相关背景知识 Step2 Pre-listening 1. Vocabulary preview: Teach key phrases: take French classes, in a bad mood, keep our spirits up, promotion, applied for, assistant designer. 2. Prediction: “Look at the four dialogues. What do you think each person is doing or feeling?” 1. Learn new vocabulary. 2. Predict the content of each dialogue. 扫清单词障碍，培养听前预测策略。 Step3 While-listening (Task 1: Listen and match) 1. First Listening: Play the four short dialogues. Ask students to match each person with their activity or situation. 2. Check & Analyze: Review answers. Ask: “What words helped you decide?” (D1: French classes → Mary; D2: in a bad mood → Alice; D3: recommended you for a promotion → John; D4: applied for assistant designer → Jack) 1. Listen and complete the matching task. 2. Share answers and identify key words. 通过简单匹配任务建立自信，训练抓关键词的能力。 Step4 While-listening (Task 2: Listen and choose) 1. Strategy Guidance: Have students read the 5 questions to identify information needed (Sara‘s feeling, Mr. Black’s identity, complaint, worry, suggestion). 2. Concept Explanation: Explain complaint, rated lower, What upsets me most. 3. Extensive Listening: Play the dialogue once. Students choose answers. 4. Intensive Listening: Play again, pausing at key sentences. Case Analysis: For Q5, ask: “What does the man suggest Sara do? (talk to Jenny and help her) Why is that the right attitude? (We‘re a team. We should help each other.)” 1. Read questions and identify information needed. 2. Listen for gist and select answers. 3. Listen again to verify. 4. Discuss the importance of teamwork. 训练学生在职场冲突场景中抓取关键信息的能力，深化对团队合作的理解。 Step5 While-listening (Task 3: Listen and complete) 1. Pre-listening: Direct students to Nan Rendong’s information table. “What information is missing?” (start year, illness year, completion year, days before anniversary) 2. Listening for Details: Play the dialogue. Pause to allow writing. 3. Reinforcement: Check answers. Ask: “What moved the man in the dialogue? (Nan worked even when seriously ill) What does this tell us about craftsmanship?” (dedication, perseverance) 1. Analyze the table and predict missing info. 2. Listen and fill in the blanks. 3. Discuss the spirit of craftsmanship. 训练学生在人物介绍中抓取关键信息的能力，引入工匠精神概念。 Step6 Speaking Practice(Task 4: Complete and speak) 1. Context Setting: “An interview with a designer of the Hong Kong-Zhuhai-Macao Bridge.” 2. Have students complete the dialogue with the correct sentences. 3. Role-play: Practice the interview in pairs. 1. Complete the dialogue. 2. Check answers. 3. Role-play the interview. 在采访语境中巩固本课所学句型。 Step7 Speaking Output 1. Scenario Assignment: Assign Situation 1 (teamwork principles) and Situation 2 (introducing a role model). 2. Provide Sentence Scaffold on board: We should listen to others carefully and respect different ideas. He/She graduated from... / He/She has outstanding professional skills. He/She devoted himself/herself to... 3. Modeling: Demonstrate a short dialogue for Situation 2 with a student. 4. Facilitator: Circulate and offer help. 1. Work in groups. Read their assigned situation. 2. Plan and write a dialogue (8-10 exchanges). 3. Practice and perform. 创设真实情境，迁移运用所学词汇和句型。 Step8 Exercise 根据对话内容，将下列事件按发生的先后顺序排序。 （基于Task 2 长对话内容） A. Sara’s team was rated lower. B. Jenny failed to complete her sales task. C. Mr. Black complained that he didn‘t receive the products. D. The man suggested having a talk with Jenny. E. Sara got a complaint from Mr. Black. 正确顺序： 1. ______ 2. ______ 3. ______ 4. ______ 5. ______ 答案： 1-E, 2-C, 3-B, 4-A, 5-D Step9 Summary Today we learned about workplace communication and craftsmanship. Remember: a good team member helps others. And craftsmanship means dedication to excellence. Step 10 Homework  Write a short paragraph about a person you admire for their craftsmanship. 板书设计 Carrying Forward Craftsmanship Key Vocabulary Useful Sentences • complaint / promotion • You look upset. What’s • be in a bad mood the matter? • keep one‘s spirits up • We should help each • devote...to / take charge of other. • radio telescope / astronomy • That’s not the right • craftsmanship / spirit attitude. • He devoted himself to the project. Teamwork Principles Nan Rendong – FAST • Listen to others carefully • Started in 1994 • Respect different ideas • Completed in 2016 • Communicate well • Worked even when ill • Help each other • Passed away in 2017 教学评价 本课通过Task 1-3的听力任务，检测学生获取职场沟通信息和人物事迹的能力；通过Task 4-5的口语活动，评估学生运用核心句型进行职场沟通和介绍榜样人物的水平。重点关注学生在听力过程中能否抓住人物关系和问题原因，在口语表达中能否体现团队合作精神和工匠精神的理解。 教学反思 本课以“职场沟通”和“工匠精神”为主线，内容贴近学生未来职场需求。成功之处在于通过Sara和Jenny的案例，引导学生思考团队合作中“帮助他人”的正确态度；南仁东的事迹感人至深，有效激发了学生对工匠精神的认同。存在问题：部分学生对职场情绪表达的词汇掌握不够熟练；在榜样人物介绍中，语言表达较为简单。改进设想：增加职场场景模拟练习；在口语任务前提供更多描述人物的句型支架。 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 $