6.2 Carrying Forward Craftsmanship-Reading and Writing（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） Unit6 Carrying Forward Craftsmanship 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》（修订版）第六单元“Carrying Forward Craftsmanship”读写板块（Reading and Writing）。本板块以职业精神为主题。阅读部分设计了四个与职业精神相关的短语篇和一个介绍继承与发展传统泥塑工艺的长语篇。其中，第一部分的四个短语篇以不同的形式 (如讲座海报、新闻报道等)，从工匠精神、高新技术技能人才、产品质量等方面呈现了职业精神的内涵、表现及重要性等。教材针对这四篇阅读设计了匹配标题的学习活动，目的是训练学生快速阅读并获取语篇主旨大意的能力。第二部分的语篇主要介绍了“泥人张”在新的历史时期继承并创新传统技艺、经营方式，使“泥人张”的工艺与品牌得到发展。本部分设计了理解语篇信息并梳理语篇结构的活动，这些活动不仅可以训练学生获取信息与理解语篇内容的能力，还可以引导学生感悟语篇中传递的祖国优秀传统文化与工匠精神，激发学生的文化自信、民族自豪感以及向模范、榜样学习的内在驱动力。 写作部分包含三个活动。第一个活动是让学生阅读对于大国工匠高凤林的介绍，分析梳理出人物介绍类文章的结构特点，一方面训练学生分析篇章结构的能力，另一方面让学生了解人物介绍类文章的结构，为写作活动打基础、做铺垫。第二个活动是让学生在阅读介绍高凤林的内容的基础上，完成关于高凤林的信息卡填写，既训练学生通过阅读提取信息的能力，又让学生熟悉个人信息卡的要素及写作特点，为学生根据信息卡完成人物介绍的写作任务搭好台阶、做好准备。第三个活动是让学生根据大国工匠顾秋亮的人物信息卡，完成其人物介绍。这三个活动的内容反复呈现了人物介绍的写作要求与人物介绍类语篇的框架结构，有利于巩固人物介绍类文章的相关知识点。三个活动在能力训练上层层递进，逐步提升，让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双重效果。 学情分析 本节课将聚焦“介绍继承与发展传统泥塑工艺”这一具体话题。基于此，学情分析如下： （1）学生的知识储备 学生通过听说板块的学习，已了解工匠精神的基本内涵。对于中国传统民间艺术“泥人张”可能有所耳闻，但了解不深。写作方面，人物介绍类文章的结构和表达需要系统指导。 （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。写作方面，能完成简单句子书写，但根据信息表完成连贯人物介绍的能力需要训练。 （3）学生的兴趣态度 传统工艺、大国工匠等话题能激发学生的文化自信和职业自豪感。 （4）学生的学习困难与个体差异 1. 阅读中关于“泥人张”历史和张宇经营理念的细节需要深入理解；2. 人物介绍中各段落主旨的概括需要引导；3. 写作中根据信息表组织语言的逻辑性和连贯性需要加强。 教学目标 1. 语言知识与理解 阅读：掌握描述工匠精神的核心词汇：folk art, take charge of, promote, responsibility, keep improving, pass down, apprentice 等。 理解“泥人张”第六代传人张宇的工匠精神——专注、传承、追求品质。 写作：掌握人物介绍的基本结构：早年经历、职业生涯、主要成就。 掌握人物介绍的关键表达：was born / graduated from / began to work as / took charge of / won awards for his contribution 2. 语言技能与运用 阅读：能够通过阅读获取“泥人张”的关键信息，完成选择题和信息卡。 写作：能够根据个人信息表，完成连贯的人物介绍。 3. 情感态度与素养 通过“泥人张”和大国工匠的故事，感悟工匠精神的本质——专注、坚守、追求卓越。 增强对传统工艺和职业技能的尊重与自豪。 教学重难点 教学重点： 获取“泥人张”品牌和张宇工匠精神的关键信息；根据信息表完成人物介绍。 教学难点：理解张宇“只开一家店”的经营理念与工匠精神的关系；将信息表中的零散信息组织成连贯的人物介绍。 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. Show a picture of a clay figure. Ask: “What is this? Do you know this traditional art form?” 2. Introduce: “Clay Figure Zhang is a famous folk art in China with over 180 years of history. Today we‘ll read about its sixth-generation inheritor, Zhang Yu.” 1. Identify the art form. 2. Share any prior knowledge. 3. Predict the content. 从传统民间艺术切入，激活背景知识。 Step2 Pre-reading 1. Strategy guidance: “Four short texts describe different aspects of craftsmanship. Read quickly and match each text with the correct title.” 2. Vocabulary support: Explain key words from the new text: compressor, capable of, ethylene, a handful of countries. 3. Check and analyze: Review answers. For Text 4 (new content) : Ask: “What did Jiang Yan achieve? (She designed China’s first large compressor for producing ethylene.) Why is this important? (Only a few countries can do this.)” 1. Scan the four texts. 2. Match each text with a title. The titles are: A. Lecture on Craftsmanship B. Woman Named Craftsman of the Year C. The Importance of Quality D. Woman Behind the Success of Large Compressors 3. Share answers and explain reasoning. 训练快速阅读匹配标题的能力。 Step3 While-Reading (Read and choose) 1. First reading (skimming) : “Now read about Clay Figure Zhang. What is Zhang Yu’s main belief about craftsmanship?” (Quality is key to carrying the craft forward) 2. Second reading (scanning) : Have students read the 5 questions first. 3. Concept explanation: Clarify folk art, take charge of, promote, keep improving. 4. Check and discuss: Review answers. For Q4, ask: “What does Zhang Yu believe is the key to carrying the craft forward? (the quality of the products)” For Q5: “How does he help young people learn folk art? (teaches at universities, takes apprentices)” 1. Skim to identify main idea. 2. Read questions and scan for answers. 3. Share answers and discuss. 训练学生获取细节信息的能力，理解张宇的工匠精神。 Step4 While-Reading(Read and complete) 1. Information organization: “Let‘s complete the information card about Clay Figure Zhang.” 2. Guide students to find the missing information. 3. Check and discuss: Review answers. Ask: “Why does Zhang Yu insist on opening only one store? (to focus on making clay figures)” 1. Complete the information card. 2. Share answers. 3. Discuss Zhang Yu’s choices. 通过信息卡梳理，强化对文章关键信息的理解 Step 5 Pre-writing 1. Structure analysis: “Here is an introduction to Gao Fenglin. Let’s match each paragraph with its main content.” 2. Direct students to match the paragraphs with the topics (achievements, background, career). 3. Check and summarize: Review answers. 1. Read the passage. 2. Match paragraphs with topics. 3. Learn the structure. 帮助学生掌握人物介绍的基本结构。 Step6 While-writing(Read and complete) 1. Task introduction: “Now let’s write an introduction for Gu Qiuliang, the chief fitter of the Jiaolong submersible, based on the information table.” 2. Information review: Go through Gu Qiuliang‘s information: - Born: 1955 - Education: graduated from high school, became a qualified fitter in 1974 - Career: worked as apprentice fitter → chief fitter of Jiaolong (2004) - Achievement: team won a national award in 2014 3. Structure guidance: Remind students to follow: background → career → achievements. 4. Language scaffold: Provide useful sentence starters: - ... was born in... - After graduating from..., he got a job as... - Over the years, he worked hard and kept improving his skills. - In..., he was asked to lead... 5. Facilitator: Circulate and offer help. 1. Read the information table. 2. Use the structure and sentence starters. 3. Write the introduction individually. 4. Ask for help when needed. 提供支架，帮助学生完成从信息表到连贯人物介绍的转化。 Step 8 Post-writing 1. Peer review: Have students exchange their introductions with a partner. Check for completeness and coherence. 2. Sharing: Invite 1-2 students to share. 1. Exchange and review a partner‘s work. 2. Learn from others. 通过同伴互评，提高写作质量。 Step9 Exercise 根据“泥人张”的介绍，选择正确答案。 1. Clay Figure Zhang is a kind of _______ in China. A. folk art B. modern art C. new art D. ancient art 2. Zhang Yu‘s store is in Tianjin because _______. A. people in Tianjin like Chinese folk art B. his family’s store has been there for a long time C. his works have been inspired by the culture of the city D. there are more foreigners in the city 3. Zhang Yu has insisted on opening only one store to _______. A. make his clay figures more expensive B. focus on making clay figures C. have more time to learn new art D. save some time to teach at universities 4. Zhang Yu believes _______ is the key to carrying his family‘s craft forward. A. the number of stores B. the quality of the products C. the history of the products D. marketing and promotion 5. In order to help young people learn traditional folk art, Zhang Yu _______. A. makes more clay figures B. gives lectures in training centers C. teaches at universities D. invites young people to visit his store 答案：1-5：ACBBC Step10 Summary “Today we learned about Clay Figure Zhang. Zhang Yu’s craftsmanship means: focus, quality, and passing down traditions.” “Today we learned how to write a person‘s introduction. Remember: background → career → achievements.” Step 11 Homework 1. Review the passage. 2. Revise your introduction based on peer feedback. 板书设计 Reading & Writing: Craftsmanship Clay Figure Zhang Zhang Yu’s Beliefs • Folk art with 180+ years history • Quality is key • Sixth generation: Zhang Yu • Only one store → focus • Studio in Tianjin (inspiration) • Responsibility to pass • Teaches at universities down the craft • Takes apprentices from other countries • Spirit of craftsmanship Person Introduction Structure Useful Expressions 1. Background (born, education) • was born in... 2. Career (job, responsibilities) • graduated from... 3. Achievements (awards, contributions) • began to work as... • took charge of... • won awards for his contribution 教学评价 本课阅读部分通过Task 7的选择题和Task 8的信息卡，检测学生对“泥人张”工匠精神的理解和关键信息的提取能力；写作部分通过Task 11的人物介绍，评估学生根据信息表组织语言、完成连贯人物介绍的写作水平。 教学反思 本课以“泥人张”和大国工匠为素材，充分体现了职业教育的特色。成功之处在于通过具体人物故事，让学生深刻理解工匠精神的内涵——专注、坚守、追求品质。写作部分从结构分析到信息提取再到独立写作，层层递进，学生基本掌握了人物介绍的写作方法。存在问题：部分学生对张宇“只开一家店”的经营理念理解不够深入；写作时语言表达的连贯性有待加强。改进设想：增加小组讨论张宇经营理念的环节；在写作前提供更多连贯表达的范例。 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 $