新視野大學(xué)英語(yǔ)（第四版）讀寫教程B3U6 教案 Unit 6 The economy- power behind everyday life

《新視野大學(xué)英語(yǔ)讀寫教程3》教案Unit6Theeconomy:powerbehindeverydaylife一、單元教學(xué)概況（一）教學(xué)目標(biāo)1.知識(shí)目標(biāo)（1）語(yǔ)言層面：學(xué)生能夠?qū)W會(huì)并使用本單元重點(diǎn)詞匯、短語(yǔ)、搭配和句型結(jié)構(gòu)。（2）內(nèi)容層面：學(xué)生能夠通過篇章學(xué)習(xí)，了解基本的經(jīng)濟(jì)原理以及經(jīng)濟(jì)蕭條對(duì)人們生活的影響。2.能力目標(biāo)（1）詞匯應(yīng)用能力：學(xué)生能夠使用主題相關(guān)詞匯進(jìn)行話題內(nèi)容闡述，能夠使用文章內(nèi)的搭配描述經(jīng)濟(jì)相關(guān)事件。（2）閱讀能力：學(xué)生能夠分析文章的中心思想，分析文章中的因果關(guān)系，識(shí)別文章內(nèi)出現(xiàn)的定義。（3）寫作能力：學(xué)生能夠準(zhǔn)確進(jìn)行因果關(guān)系論述，論點(diǎn)論據(jù)清晰，邏輯性強(qiáng)；能夠準(zhǔn)確地針對(duì)文章內(nèi)容進(jìn)行轉(zhuǎn)述。（4）應(yīng)用能力：學(xué)生能夠采訪他人對(duì)經(jīng)濟(jì)和個(gè)人生活的態(tài)度和看法，并進(jìn)行口頭匯報(bào)。（5）思辨能力：學(xué)生能夠簡(jiǎn)單分析經(jīng)濟(jì)泡沫出現(xiàn)的原因，討論主人公在經(jīng)濟(jì)蕭條時(shí)期的生活困境。3.思政育人目標(biāo)學(xué)生能夠分析經(jīng)濟(jì)情況及影響經(jīng)濟(jì)發(fā)展的原因，了解經(jīng)濟(jì)發(fā)展對(duì)人民生活的影響，思考大學(xué)生應(yīng)該如何應(yīng)對(duì)競(jìng)爭(zhēng)激烈的就業(yè)市場(chǎng)。（二）教學(xué)基本內(nèi)容ATextBStoriesofChina1.詞匯（1）重點(diǎn)詞匯：slump,regulatory,sizable,lay-off,eviction,expire,migrant,donate,index,commodity,entail,flock,assimilate,elastic,retrospect,deteriorate,entrepreneur,windup,scrapesth.together/up;beinapositiontodosth.;culminateinsth.;blunderinto;selloff（2）搭配：TextA:economiccrisis,economicslump,drasticloss,tenanteviction,unimaginablesituation,long-termunemployment,economiccliff,unsurefuture,profoundgrief,constantharassment,dailystress,sinkingfinances,employmentspectrumTextB:economicbubble,purchasingpower,overlyenthusiastic,elasticmarket,negativeequity,furtherincrease,stockmarketcrash,stockmarketbubble2.技能閱讀技能：能分析文章中的因果關(guān)系結(jié)構(gòu)，掌握文章邏輯。掌握文本中下定義的方法，能找到文本中的定義，解（cause-and-effectStoriesofChina3.任務(wù)Givingareporton“Theeconomyandme”.（三）教學(xué)模式、理念與評(píng)價(jià)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(tái)”提供的數(shù)字課程、在線交互式課件等內(nèi)容與功能，實(shí)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(tuán)隊(duì)研發(fā)的O-AMAS教學(xué)模型。該模型包括教學(xué)目標(biāo)設(shè)計(jì)OeieAcvinMtlrnAsset（Summaryoutcome評(píng)價(jià)方式：主要采用形成性評(píng)價(jià)，依據(jù)教學(xué)目標(biāo)對(duì)學(xué)生的課堂表現(xiàn)和任務(wù)成果進(jìn)行同伴互評(píng)或師評(píng)，對(duì)于線上學(xué)習(xí)進(jìn)行機(jī)評(píng)。二、教學(xué)過程Section1(2classhours)教學(xué)階段教學(xué)目標(biāo)教學(xué)活動(dòng)教學(xué)評(píng)價(jià)Pre-classSswillbeabletounderstandandapplythevocabularyofthisunit.SswillbeabletounderstandtheA/BandStoriesofChina).SslearnaboutthetextsandcompletetheexercisesonUcampusAI.UnitpreviewSectionA/SectionB：Readingthetext; Readingcomprehension；LanguagefocusStoriesofChina:ReadingUcampusAI機(jī)評(píng)UcampusAI線上學(xué)習(xí)及AI上的學(xué)情分While-classPre-assessment(10mins.):1.Ssdothe“fillinwordswithgiveninitials”(5mins.)Tchooses10keywordsfromthenewwordlistinA.Dividetheclassintogroupsof3students.Tshowsthewordinitialsofthe10chosenwordsandtheirbriefexplanationsontheTaskseachgrouptomakethewordscomplete.Whenfinishingthewordexercise,thegroupshouts“Bingo”.師評(píng)教師觀察學(xué)生活動(dòng)表Thefastestgroupwiththefewesterrorswins.Trevealstheanswersandexplainsthewords.2.Sscompleteanonlinereadingcomprehensiontest(5mins.)TissuesreadingcomprehensionquestionsthroughtheOnlineInteractiveCoursewareonUcampusAI,studentsrespondinreal-timeonline.*Tcaneithercreatepersonalizedquestionsorselectreadingcomprehensionquestionsfromthetextbook.教師根據(jù)在線答題的解重難點(diǎn)進(jìn)行有針對(duì)性的講解。Activation(5mins.):ActivateSs’viewsontheeconomy,stimulatingtheirinterestinlearningandparticipation.Ssdiscussthefollowingquestionsabouttheeconomy(5mins.)Isthemoneyyouspendeverymonthgivenbyyourparents?Howdoyouplanyourbudgeteverymonth?Haveyouoryourfriendseverexperiencedanyfinancialdifficultyinlife?Howdidyouoryourfriendsfeel?Doyouthinktheimpactoftheeconomiccrisisisdistantfromstudents?Doyouhaveafinancialplanforeconomicdownturns?* ThequestionsmayTcanalsoissuethequestionsthroughtheOnlineInteractiveCoursewareanddisplaythe師評(píng)wholeclass’sanswersonthescreenwhenfinished.Multi-learning1(20mins.):1.Tgivesalecture.(10mins.)同伴互評(píng)&師評(píng)SswillbeabletoidentifythemainideaandanalyzethestructureofTextA.Ssbeabletograsptheorganizationofacause-and-effectessay.Tintroducesacause-and-effectessayintermsofitsorganization,takingParagraphs7-11asanexampletoshowhowthecause-and-effectstructureisemployedtoorganizeatext.2.Ssreadthetextanddothe“graphicorganizer”readingactivity.(5mins.)通過學(xué)生繪制的文本課文結(jié)構(gòu)的掌握情況。SsreadthroughAandfindwhateffectstheeconomiccrisisbroughtaboutonlife.SsdrawgraphstoillustratethecauseandeffectinA.3.Sspresenttheirgraphsinclass.(5mins.)SsposttheirgraphsontheOnlineInteractiveCoursewareandmakeabriefintroduction.Tandotherstudentsevaluatethepostedgraphs.Multi-learning2(10mins.)Ssdothewritingactivity.(10mins.)師評(píng)Sspracticecause-and-effectwriting.Dividetheclassintogroupsof3studentstopracticecause-and-effectwritingastaughtinthepreviousactivity.Tgivessentencestarters(cause)orSsbrainstorm于學(xué)生掌握因果論述作sentencestarters(cause).Ssdecideononesentencestarter(cause).Withineachgroup,studentswriteasmanyeffectsentencesaspossible.Thesentencesshouldbelogicalandreasonable.GroupsorganizetheiranswersandpostthewritingsontheOnlineInteractiveCourseware.Ssvoteforthebestwriting.處，教師可針對(duì)性講解。Multi-learning3(25mins.):Ssdothe“nails-taking-off”readingactivity.(25mins.)師評(píng)Sswillbeabletograspthekeywords,phrases,andsentencestructuresofTextA.Tscreensoutthecrucial“nails”anddesignquestionstoaddressthem.The“nails”couldbethekeywords,phrasesorsentencesinthetext.Forexample,Tmayaskstudents“Whatdoeseconomicslumpmeaninpara.1?”“Nails”couldalsoberelevantbackgroundinformationinthetext.Forexample,Tmayaskstudents“Whatistenantevictioninpara.2?”Tasksquestionsaboutthe“nails”.toinvolveasmanystudentsaspossibleandpromotetheirthinkingabilities.通過“拔釘子閱讀法查學(xué)生對(duì)課文重難點(diǎn)和學(xué)生回答不足之處及時(shí)補(bǔ)充或糾正。Multi-learning4(15mins.):Ssdotheinterviewactivity(15mins.)同伴互評(píng)&師評(píng)Sswillbeabletoconductaninterviewandsummarizethefindings.Dividetheclassintogroupsof3students.Ineachgroup,onestudentplaysSueinA,onestudentisaninterviewerandonestudentisarecorder.TheinterviewerasksSuequestionsaboutherlife.Therecordermakesnotesofanswersandorganizesthem.Performtheinterviewinclass.Thentherecordertells活動(dòng)總結(jié)。Summary(5mins.)Self-evaluationSscompletethe“l(fā)astsentence”summary.(5mins.)Studentsanswerthefollowingthreequestionstosummarizewhattheyhavelearnedintheclass.WhathaveIlearned?WhyshouldIlearnit?Inwhataspectwillitbeuseful?*Tcanalsouse“wordcloud”ontheOnlineInteractiveCoursewareanddisplaySs’summariesonthescreenwhenfinished.自評(píng)學(xué)生總結(jié)本課收獲。Post-classSsconsolidatetheirunderstandingofthetextandkeyvocabulary.Sspreviewfornextclass.SscompletetheexercisesonUcampusAI.UcampusAI機(jī)評(píng)SectionALanguagefocus、StructuredanalysisSectionB:Readingskills,Languagefocus,CollocationSectionC:TranslationUcampusAI線上學(xué)習(xí)及AI上的學(xué)情分下授課內(nèi)容。Section2(2classhours)教學(xué)階段教學(xué)目標(biāo)教學(xué)活動(dòng)教學(xué)評(píng)價(jià)While-classSsdothe“wordguessing”game.(5mins.)Pre-assessment&activation(5mins.):Sswillbeabletograspthekeywords.TshowsthekeywordsinTextBonthescreen.Dividetheclassintotwogroups.Onegroupfacesthescreenandisresponsibleforexplainingwords.Theothergroupturnstheirbacktothescreenandguessesthewords.Thegameisplayedsynchronouslyintheclass.Ttimesthegame.Afterthegame,Ssreportwhichwordsaredifficult.師評(píng)Multi-learning1(10mins.):1.Tgivesalecture.(5mins.)Tintroducesonereadingskill:recognizingdefinitionsinatext.Sswillbeabletograspthereadingskillofrecognizingdefinitionsinatext.2.Ssdothe“read-pair–share”activityandcompletethetwotasks.(5mins.)Task1:SsfindallthedefinitionsinTextB.Task2:Compareanswerswithapartnerandcheckforanyomissions.師評(píng)教師點(diǎn)評(píng)學(xué)生的討論結(jié)Multi-learning2(20mins.):1.Tgivesalecture.(10mins.)Texplainshowtoparaphrase.同伴互評(píng)&師評(píng)教師點(diǎn)評(píng)學(xué)生寫Sswillbeabletoparaphrase.2.Ssdothewritingactivity.(10mins.)Sschoose2definitionsfromthepreviousactivityandparaphrasethem.SscansubmittheirparaphrasesthroughtheOnlineInteractiveCourseware.Tdisplaysthewholeclass’sparaphrasesonthescreenandevaluatessomeanswers.Sscanalsoevaluatethedisplayedanswers.作，糾正錯(cuò)誤，進(jìn)行示范。同伴互評(píng)寫作，指出他人不足，反省自身問題。相互借鑒，相互學(xué)習(xí)。Multi-learning3(10mins.):Sswillbeabletoexplainthetextintheirownwords.Ssdothe“multi-role”presentation.(10mins.)Dividetheclassintogroupsof3students.Onestudentisaspeaker,responsiblefordescribingeconomicbubbles,explainingtheirreasons,andansweringquestions.Onestudentisaquestionraiser,askingquestionsaboutthespeech.Onestudentisasummarizer,summarizingthekeypointsofthepresentation.Thesummarizerbrieflyreportsthepresentationinclass.師評(píng)教師通過活動(dòng)觀察學(xué)生對(duì)課文的理解以及其提煉課文關(guān)鍵信息的能力，點(diǎn)評(píng)學(xué)生展示表現(xiàn)。Multi-learning4(15mins.):Sswillbeabletorealizetheimportanceofcollocatesinatextandlearntousethem.Tgivesamini-lecture.(3mins.)Texplainstheimportanceofcollocatesinatext.Ssdothe“matching-upvocabularylearning”activity.(7mins.)Tchooses12collocatesfromTextAandTextB.Tprints12sentencescontainingthecollocatesandcutsoutthecollocates.3.Dividetheclassintogroupsof3students.4.Eachgroupfillsinthesentencewiththecorrectcollocates.師評(píng)通過觀察學(xué)生完成任務(wù)的情況，教師可評(píng)價(jià)學(xué)生對(duì)短語(yǔ)搭配的理解，對(duì)薄弱環(huán)節(jié)加強(qiáng)指導(dǎo)和詳細(xì)講解。5.Thefastestgroupwiththemostcorrectanswerswins.3.WithT’shelp,SsidentifyallcollocatesinTextAandTextB.(5mins.)Ssdotheinterviewactivity.(10mins.)師評(píng):Multi-learning5(10mins.):Sswillbeabletogiveareport.Dividetheclassintogroupsof3students.Eachmembergetspreparedtointerview3-4seniorstudents,whohavetastedthehardshipofhuntingforajob,on“TheEconomyandMe”.Studentsdotheinterview.Summarizethestrategiesorsuggestionscollectedfromtheinterviewandprepareapresentation.Onestudentfromthegrouppresentsthefindingstotheclass.教師通過活動(dòng)觀察學(xué)生的綜合實(shí)踐表現(xiàn)，有針對(duì)性地做出點(diǎn)評(píng)，并提出建議，幫助學(xué)生理解他們的優(yōu)勢(shì)和改進(jìn)的空間。師評(píng)Multi-learning6(15mins.):SswillbeabletotranslateStoriesofChina.1.Tgivesamini-lecture.(10mins.)TsummarizesSs’performanceonUcampusAI.TintroducestechniquesconcerningparagraphtranslationonthetopicofChina’seconomicdevelopment,includingkeysentencestructure,topic-relatedvocabulary,etc.2.SsdiscusswithapartnerthedevelopmentoftheeconomicdevelopmentofChina.(5mins.)通過評(píng)價(jià)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(jìn)行針對(duì)性的講解，解決學(xué)生在翻譯過程中遇到的問題點(diǎn)評(píng)學(xué)生討論過程中的語(yǔ)言難點(diǎn)，給予針對(duì)性指導(dǎo)。Summary(5mins.):Sswillbeabletobetterunderstandthetopicofthisunit.Sscompletethesummary.(5mins.)Sswritedownthreethingstheyhavelearnedabouttheeconomy.Talkwithapa