新視野大學(xué)英語（第四版）讀寫教程3（思政智慧版） 教案 B3U1 Unit 1 The digital age Are we ready

《新視野大學(xué)英語（第四版）讀寫教程3》教案Unit1Thedigitalage:Areweready?一、單元教學(xué)概況（一）教學(xué)目標1.知識目標（1）語言層面：學(xué)生能夠?qū)W會并使用本單元重點詞匯、短語、句型結(jié)構(gòu)，并能夠掌握主題相關(guān)詞匯。（2）內(nèi)容層面：學(xué)生能夠通過篇章學(xué)習(xí)，深入理解數(shù)字時代的工作和生活方式，思考數(shù)字技術(shù)的發(fā)展可能給人們的工作和生活帶來的機遇和挑戰(zhàn)。2.能力目標（1）詞匯應(yīng)用能力：學(xué)生能夠使用主題相關(guān)詞匯進行話題內(nèi)容闡述。學(xué)生能夠描述數(shù)字時代的特征，意思表達準確，詞匯豐富。學(xué)生能夠就數(shù)字時代相關(guān)話題表達觀點，同時能夠就數(shù)字技術(shù)話題相關(guān)觀點進行分析評價。（2）閱讀能力：學(xué)生能夠識別和分析多種文章結(jié)構(gòu)，以提高對閱讀材料的理解。（3）寫作能力：學(xué)生能夠掌握議論文的結(jié)構(gòu)和各部分的撰寫技巧，形成一篇結(jié)構(gòu)合理、論證有力的議論文。（4）應(yīng)用能力：學(xué)生能夠?qū)嵤┮詳?shù)字時代為主題的實驗和調(diào)研，對調(diào)研結(jié)果進行分析和總結(jié)，并進行口頭匯報。（5）思辨能力：學(xué)生能夠比較、分析數(shù)字技術(shù)可能帶來的正負面影響，辯證地分析數(shù)字技術(shù)給人們生活帶來的機遇和挑戰(zhàn)。3.思政育人目標（二）教學(xué)基本內(nèi)容A；TextBTextC1.詞匯（1）重點詞匯：alter,assess,collaborate,discrete,furious,immersed,sacred,scenario,substitute,velocity,admittance,assurance,clearance,distracted,dominance,reliance,retired,add upto,dumb...down,inthecompanyof,lay...out,makeroomfor,pick...up,plungeinto,wipe...out（2）主題相關(guān)詞匯：主題關(guān)鍵詞：digitalage,digitalworld,digitaltechnology,digitalrevolutionadvancedtechnology,technologicaladvances,internettechnology,interneteconomy,e-commerce,digitalcommunication,digitalinteraction,onlineconnection,face-to-faceconversation,realconversation,in-personcommunication,connectionorconversation,onlineconference,onlineeducation,onlinebooking,onlinebanking,mobilepayment,onlinereview,socialmedia,humanrelationship,digitaldevice,smartphone,laptop,videogame,app,high-tech,virtualworld,offlineday描述性表達：resistthelure,shareviewpoints,alterhabits,raiseexpectations,transformthewaywelivein,changeourlivesineverywaypossible,createopportunitiesandprospectsfor,challenges,dramaticchanges,widespreaduse,beaddictedto,text,download,technology-enabled,accessible,enjoyable,convenient,intheforeseeablefuture2.技能閱讀技能：梳理不同的篇章結(jié)構(gòu)類型，包括描述、順序、比較/對比、因果、問題/解決等，引導(dǎo)學(xué)生通過識別結(jié)構(gòu)線索（clues）和繪制圖示（graphicorganizer）TextAproblem/solution，TextB則呈現(xiàn)了一個描述性文本（description，作者從多個方面描述數(shù)字時代下生活的諸多改變，內(nèi)容覆蓋面更大。（developinganargumentativeessay)翻譯技能：完成“互聯(lián)網(wǎng)經(jīng)濟”相關(guān)的一則段落翻譯，并講解相關(guān)的中譯英技巧，包括相關(guān)主題詞匯翻譯、翻譯中斷句分句的靈活運用等，并進一步引導(dǎo)學(xué)生思辨“互聯(lián)網(wǎng)?”的概念，思考自己在數(shù)字時代能夠為國家和社會發(fā)展作出的貢獻，促進每一位同學(xué)的主人翁意識和時代使命感。3.任務(wù)Conductinganexperiment:“Nosmartphoneforaday”（三）教學(xué)模式、理念與評價方式教學(xué)模式：基于U校園AI版的混合式教學(xué)模式采用課堂教學(xué)與在線自主學(xué)習(xí)結(jié)合的混合式教學(xué)模式。教師可結(jié)合教材，并利用“U校園智慧教學(xué)云平臺AI版”提供的數(shù)字課程、在線交互式課件等內(nèi)容與功能，實現(xiàn)課堂內(nèi)外融合和線上線下貫通。教學(xué)理念與方法：本課程采用由南開大學(xué)有效教學(xué)團隊研發(fā)的O-AMAS教學(xué)模型。該模型包括教學(xué)目標設(shè)計（Objective，O、迅速激活（Activation，A、多元學(xué)習(xí)（Multi-learning，M、有效測評（Assessment，A、簡要總結(jié)（Summary,S）五個環(huán)節(jié)。該模型以學(xué)生學(xué)習(xí)結(jié)果(outcome)為導(dǎo)向，以師生良性互動為驅(qū)動力，通過有效互動活動，引導(dǎo)學(xué)生主動學(xué)習(xí)、深度學(xué)習(xí)，實現(xiàn)教學(xué)目標深度滲透，教學(xué)對象深度參與。評價方式：主要采用形成性評價，依據(jù)教學(xué)目標對學(xué)生的課堂表現(xiàn)和任務(wù)成果進行同伴互評或師評，對于線上學(xué)習(xí)進行機評。二、教學(xué)過程Section1(2classhours)教學(xué)階段教學(xué)目標教學(xué)活動教學(xué)評價Pre-class1.Sswillbeabletounderstandandapplythevocabularyofthisunit.SslearnaboutthetextsandcompletetheexercisesonUcampusAI.1.UnitpreviewUcampusAI機評UcampusAI線上學(xué)習(xí)及評2.SswillbeabletounderstandtheA/BandStoriesofChina)SectionA/SectionB：Readingthetext;Readingcomprehension；LanguagefocusStoriesofChina:Reading價。教師可查看UcampusAI上的學(xué)情分析，了解學(xué)生學(xué)習(xí)和作答情況，有針對性地準備線下授課內(nèi)容。While-classPre-assessment(10mins):1.Ssdothe“word-guessing”activity.(5mins)Dividestudentsintogroups,4-5ineachgroup.Onestudentineachgroupstandsup.Theteachergivesthemeaningofonewordinthisunit,studentsgivetheWhenonestudentgivestherightanswer,sitdown.Anotherstudentinhis/hergroupstandsup.Ifonestudentfailedtogivetherightanswer,keptstanding.Anotherstudentinthegroupstandsupforthenextround.Whenallthestudentsinonegroupsitdown,thatgroupwins.*Ifthisisalarge-sizeclass,Tcanchooseafewstudentstoformtwogroupsandperformtheactivityinfrontoftheclass.2.Sscompleteanonlinereadingcomprehensiontest.(5mins).TissuesreadingcomprehensionquestionsthroughtheOnlineInteractiveCoursewareonUcampusAI,Ssrespondinrealtimeonline.師評教師觀察學(xué)生在活動教師根據(jù)在線答題的理解重難點進行有針對性的講解。*Tcaneithercreatepersonalizedquestionsorselectreadingcomprehensionquestionsfromthetextbook.Activation(5mins):ActivateSs’viewsondigitalage,stimulatingtheirinterestinlearningandparticipation.Ssdiscussthefollowingquestionsaboutdigitalage.(5mins)AsaBritishquotationgoes,“Anysufficientlyadvancedtechnologyisindistinguishablefrommagic.”,doyouagree?Whyorwhynot?Howdoyouthinkadvancementsintechnology,likesocialmediaandsmartphones,willimpactyourdailylifeinthenearfuture?Areyoureallywellequippedforthechallengesinthisdigitalage?*ThequestionsmayTcanalsoissuethequestionsthroughtheOnlineInteractiveCoursewareanddisplaythewholeclass’sanswersonthescreenwhenfinished.師評對學(xué)生討論情況加以總結(jié)，并導(dǎo)入課文學(xué)習(xí)。Multi-learning1(10mins):SswillbeabletoidentifythemainideaandstructureofTextA.Ssdothe“read-pair–share”activityandcompletethetwotasks.(10mins)TasksSstomakeasummaryofthetext.TasksSstodividethetextintodifferentpartstolearnitsdevelopment.師評觀察學(xué)生的討論情況，結(jié)合學(xué)生回答問題情況，進行整體總結(jié)和評價。Multi-learning2(20mins):1.Tgivesalecture.(15mins)師評SswillbeabletorecognizethewritingfeatureofTextA.Tintroducesthewritingmethodofdevelopinganargumentativeessay.2.Sreadthetexts.(5mins)教師抽查學(xué)生對議論文篇章結(jié)構(gòu)的識別。SsreadthroughAinthisunit.TcheckifSscanrecognizethestructureofatypicalargumentativeessaylikeA,includingintroduction,refutation/oppositionandconclusion.Multi-learning3(20mins):Ssdothe“groupdiscussion”activity.(20mins)同伴互評&師評SswillbeabletohaveadiscussiononwhetherAI(artificialintelligence)willcausemassunemploymentbyusingthethematicvocabularieslearned.Dividetheclassintogroups,4-5ineachgroup.Ineachgroup,setoneleadertotakenotesandonetokeepthetime.Eachonetalkshis/heropinioninoneminute.Theleaderofeachgroupmakesagroupreport.(T&S)Summarizethetopic-related生生互評，教師對于小組的展示進行點評，并進行活動總結(jié)。Multi-learning4(20mins):Ssdothe“groupdiscussion”activity.(20mins)同伴互評&師評Sswillbeabletoevaluatetheauthor’sopinionononlineconnectionorrealStudentsstayinthesamegroup.Ineachgroupchangestheleaderandtimekeeper.Eachonemakesaone-minutetalktoshowopinion.Groupleadermakesalistoftheopinionsofthegroup.Exchangethenoteswithothergroupsonce.生生互評后，教師對于小組的展示進行點評，并進行活動總結(jié)。conversationinthedigitalage.6.Eachgroupmakesasummary.*TcanalsoissuethequestionsthroughtheOnlineInteractiveCoursewareanddisplaytheopinionsofeachgrouponthescreenwhenfinished.Summary(5mins)Self-evaluationSscompletethe“3-2-1”summary.(5mins)Studentstakenotesforwhattheyhavelearntintheclass,including:3thingsIlearnedtoday2thingsIfeelimportant1question*Tcanalsouse“wordcloud”ontheOnlineInteractiveCoursewareanddisplaySssummariesonthescreenwhenfinished.自評學(xué)生總結(jié)本課收獲。Post-classSsconsolidatetheirunderstandingofthetextandkeyvocabularies.Sspreviewfornextclass.SscompletetheexercisesonUcampusAI.1.SectionA:Languagefocus、Structuredanalysis2.SectionB：Readingskills,Languagefocus、Collocation3.SectionC：TranslationUcampusAI機評UcampusAI線上學(xué)習(xí)及評價。教師可查看UcampusAI上的學(xué)情分析，了解學(xué)生學(xué)習(xí)和作答情況，有針對性地準備線下授課內(nèi)容。Section2(2classhours)教學(xué)階段教學(xué)目標教學(xué)活動教學(xué)評價While-classSsdothe“onionring”activity.(5mins)Pre-assessment&activation(5mins):Sswillbeabletograspthekeyvocabularies.Ssstandintworings,oneinsideanother/orstandintwolines,facetoface.Onewordwillappearonthescreen,theSononering/lineexplainsthewordtohis/herpartner.Ssononering/lineonestepaside,facinganewpartner.Ssonthering/linechangerolestoexplainthewordonscreen.Afterseveralrounds,allSsbacktoseat.師評教師觀察學(xué)生在活動中的表現(xiàn)，了解詞匯難點，可有針對性講解。Multi-learning1(10mins):Sswillbeabletorecognizetheinternalpatternoforganizationofatext.Tgivesamini-lecture.(3mins)Tintroducesthevarioustextstructures,including“Description,Sequence,Comparison/Contrast,Cause/Effect,Problem/Solution”.Ssdothe“read-pair–share”activityandcompletethetwotasks.(7mins)Task1:SsreadTextBandfigureoutitstextstructure.Task2:SsdrawagraphicorganizerofTextBafterreadingthewholetext.同伴互評&師評討論活動是同學(xué)之間相互評估的過程，可以促進互助學(xué)習(xí)，增加反饋多樣性。教師觀察學(xué)生的討論情況，并對學(xué)生的討論進行總結(jié)和評價。Multi-learning2(20mins):Ssdothe“athemedreport”activity.(20mins)同伴互評&師評SswillbeabletorecognizeallthechangestolivesinthedigitalworldlistedinTextB.Dividetheclassintogroups,4-5Ssineachgroup.Tappointseachgrouponeaspectofthechanges.Eachgroupchoosealeaderandatimekeeper.Eachgrouphavea5-mindiscussionandprepareforathemedreportfocusingononespecificaspectofthechanges.Thegroupleadersmakeareport.Afteronegivesthereport,Ssinothergroupsraisequestions.Thereportinggroupgivetheanswer.Ssvotetochoosethebestgroup.教師觀察學(xué)生的匯報情況，并對學(xué)生的發(fā)言進行總結(jié)和評價Multi-learning3(10mins):Sswillbeabletoapplythetopic-relatedvocabulary.Ssdothe“vocabularyrace”activity.(10mins)Ssstayinthesamegroupasinthelastactivity.WhentheTsaysoneitemoftopic-relatedvocabulary,Ssineachgrouptaketurnstomakeasentencewiththewordorexpression.IfoneSfailstogoon,othergroupmemberscanhelp.Afterseveralrounds,TandSssummarizethevocabulary.師評教師通過活動觀察學(xué)生詞匯掌握情況，并對重點詞匯進行歸類總結(jié)。Multi-learning4(20mins):Sswillbeabletoimagineadaywithnosmartphone.Ssdothe“groupdiscussionandmakeaposter”activity.(20mins)RegrouptheSs,4-5Ssineachgroup.Sshavegroupdiscussiontoimagineadaywithnosmartphoneandreasonablypredictthepossiblebenefitsandproblemsaswell.Eachgroupmakeaposterofimaginedsituationandpossibleoutcomes.EachgroupleaveoneSasapromoter,andotherswalkfreelyintheclassroomtovisitothergroups’posters.同伴互評&師評通過讓學(xué)生為他們最喜歡的“沒有手機的一天”海報投票，實現(xiàn)同伴互評。教師通過活動觀察學(xué)生的綜合實踐表現(xiàn)，有針對性地做出點評，并提出建議，幫助學(xué)生理解他們的優(yōu)勢和改進的空間。Ssleavemarksontheirfavoriteposter.TandSssummarizewhethertheabsenceofasmartphonemayaffectpeoplelives.Multi-learning5(10mins):Sswillbeabletotranslatepassagesconcerninginterneteconomy.Tgivesalecture.(10mins)TsummarizesSs’performanceonUcampusAI.Tintroducestechniquesconcerningparagraphtranslationonthetopicofinterneteconomy,includingkeysentencestructure,topic-relatedvocabulary,etc.師評通過評價學(xué)生的課前翻譯作業(yè)，教師可以診斷學(xué)生在翻譯技能上的具體困難和挑戰(zhàn)，并進行針對性的講解，解決學(xué)生在翻譯過程中遇到的問題。Multi-learning6(10mins):Sswillabletounderstandthepracticaltechniquesofcomposinganargumentativeessay.Tgivesamini-lecture.(3mins)Tintroduceshowtodevelopanargumentativeessaywiththehelpofaguidingoutline.Workouttheoutline(7mins)WiththehelpofT,Ssdevelopanoutlineofanargumentativeessay.師評教師綜合評估學(xué)生是否能夠理解議論文的結(jié)構(gòu)，并將其正確應(yīng)用于作業(yè)或論文寫作中。Summary(5mins):Sswillbeabletobetterunderstandthetopicofthisunit.Sscompletethesummary.(5mins)Listthreeitemsrespectivelytoshowthebene