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课 题 Unit 6 Carrying Forward Craftsmanship (Culture Understanding and Language Practice) 课 型 Culture Understanding and Language Practice 课 时 2
授课班级 授课时间 90mins 授课教师
教材分析 本课教学内容选自《英语 拓展模块》第六单元 “ Carrying Forward Craftsmanship ” 的文 化理解（ Culture Understanding ） 和语言实践（ Language Practice ） 板块。 文化理解部分设置 了一篇关于工作分担制的文化内容介绍。 主要训练学生理解文段关键信息的能力， 培养学 生良好的思维差异感知和跨文化理解能力。 语言实践板块本由语法练习与词汇练习两部分 组成。 语法练习复习定语从句的基本概念和关系代词。词汇练习是通过语境中的词汇练习， 不断提升学生理解与运用本单元重点词汇的能力。
学情分析 定语从句对中职学生来说是重点也是难点， 学生在基础模块 1 中已经学过定语从句的 结构及其用法， 学生对关系代词的使用较为熟悉， 但对于关系副词的语用情况和功能缺乏 明确的认知， 不能精准理解语篇中个别长难句的意义和用法。 根据语篇主题意义用所给词 的适当形式填空对学生来说是一个难点， 究其原因主要是缺乏对语篇整体结构的掌握和对 长难句的分析能力。 因此教师在课堂上可通过先引导学生分析语篇确定语篇主要内容的方 式帮助学生初步探究主题意义， 然后通过上下文语境以及词汇的固定用法完成篇章。
学习目标 Knowledge objective Master the words and expressions about job sharing; Master the structural characteristics, meaning and functions of attributive clauses.. Ability objectives Be able to understand job sharing; Be able to apply suitable relative words. Emotional objective Understand the spirits of craftsmanship.
学习重难点 Teaching important points: Be able to understand the differences between job sharing and part-time job; Master the usage and function of attributive clauses Teaching difficult point: Apply attributive clauses accurately
教学方法 小组讨论法、任务教学法、情景教学法
课前准备 PPT课件、语音素材、视频和图片
教学媒体 PPT课件、多媒体设备、语音素材、拓展资源包等
教学过程
教学环节 教师活动设计 学生活动设计 设计意图
Step 1: Warming Up Think and answer Q: Do you know what types of way of job Students read the question to think and give their answers. 问题导入，激发学生思考和学习本课的兴趣；学生结合生活实际进行思考并回答问题，让学生了解工作方式不同的种类，为今后工作作思想准备。
Step 2: Culture Understanding Read and answer Q1:What is job sharing Q2:What is the main ideas of each paragraph Q3:What are the differences between job sharing and part-time job Read and choose Ask students to read the questions to underline the key words and choose the answers. Students scan the text to get the definition of job sharing and the main idea of each paragraph, and find out the answers. Students read the passage carefully and do the exercises. 本部分以介绍工作分担制的概念和形式为主要话题，帮助学生更好地理解工作分担制产生的社会背景和意义，阅读材料后设置了选择题题型，旨在考查学生根据已知信息获取关键信息和理解文本的能力，引导学生树立良好的职业意识。
Step 3： Language Points be of great help the national award earn from make a difference be regarded as be ready to not ... any longer play an important role in apply for be satisfied with be proud of turn down make big progress take charge of focus on carry the craft forward keep one’s spirits up in a terrible mood devote oneself to Students take notes and apply them to make sentences.
Step 4： Language Practice Review and match Make students review the structure, meaning and functions of attributive clause. ①　定语从句定义: 在复合句中充当定语成分的句子 ②　结构: 先行词+关系词+定语从句(先行词通常为名词或代词) ③　分类: 限制性定语从句和非限制性定语从句 ④　关系词分为关系代词（who、whom、which、that、whose）和关系副词（when、where、why） 注意：that 和 which 的用法区别 Make students understand and translate into Chinese. . Let students match the two columns and give some explanations. Read and complete Help Students master the characteristics, meanings and functions of predictive clauses. Let students do exercises and give some explanations. Read and choose Review the useful words and expressions of this unit. Ask students to do exercises and give some explanation. Students recall the basic structure and function of attributive clauses. Students read the discourse and make a choice. 本部分以职业活动和职业精神为主题，根据句意将主句和从句搭配组成完整的句子的活动，训练学生对定语从句的运用，同时帮助学生深入了解职业活动。通过让学生选择恰当的单词或选项补全有关工匠精神和细节决定成败的两个小故事的活动，进一步培养学生对定语从句的运用能力和精益求精、注重细节的工匠精神。 本环节围绕职业活动和工匠精神的主题，旨在培养学生对语言的固定搭配在语境中的应用能力以及在语篇中用所给词适当形式补全短文的读写技能。通过补全对话的活动，学生在职场情境中感知企业文化，了解描述职场活动和状态的语言，提升了培养工匠精神、乐观态度、进取精神的意识和动力。通过介绍工匠精神的短文填空，学生掌握了词汇的含义及其在语境中的用法，使学生在阅读与语用中厚植工匠精神和敬业精神。)
Step 5: Summary I have mastered the following words and expressions: be of great help the national award learn from do one’s best make a difference be regarded as ... be ready to ... not ... any longer pay attention to play an important role in apply for be satisfied with hang up be proud of turn down make big progress take charge of focus on carry the craft forward keep one’s spirits up in a terrible mood to put it simply insist on devote oneself to take measures I have mastered the following sentence structures: Do you know the reason why she was not satisfied with my work He failed to complete his task, which made him upset. The builder finished building the house in one month, which was much shorter than the time he used to spend on his work. If he had known he was building his own house, he would have done it differently. But it is often the details that play an important role in our life. The spirit of craftsmanship is so valuable to today’s society that the government is taking measures to inspire the young people with it.
Step7： Homework 1. Recite the useful words and expressions of this unit. 2. Use mind mapping to draw the basic usage of attributive clause.
板书设计 同总结部分。
教学反思 （留白）
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