新視野大學英語（第四版）讀寫教程1（思政智慧版） 教案B1U4 Unit 4 Social media matters；B1U5 Unit 5 Friendship across border and gender

《新視野大學英語（第四版）讀寫教程1》教案Unit4Socialmediamatters一、單元教學概況（一）教學目標1.知識目標（1）語言層面：學生能夠學會并使用本單元重點詞匯、短語、句型結構，并能夠掌握主題相關詞匯。（2）內容層面：學生能夠理解社交媒體對社會和個人生活的影響及社交媒體使用中可能出現(xiàn)的問題。2.能力目標（1）詞匯應用能力：學生能夠使用主題相關詞匯進行話題內容闡述。（2）閱讀能力：學生能夠理解分析有關社交媒體的討論和案例研究，提取關鍵信息。（3）寫作能力：學生能夠就社交媒體的利弊進行討論，表達清晰，邏輯性強，并使用準確、豐富的標記詞匯。（4）應用能力：學生能夠制作一個可上傳社交媒體的短視頻，介紹和傳播中國文化。學生需要撰寫腳本并完成短視頻制作。（5）思辨能力：學生能夠反思自己使用社交媒體的情況，并能分析判斷社交媒體的影響，認識其正面和負面影響。3.思政育人目標（二）教學基本內容TextATextBTextC1.詞匯（1）重點詞匯：addict/addition,depression,cyberbullying,compromise,impact,psychology,communication,considerable,influence,survive,obsession,interfere,withdrawal,encounter,access,promotion,significant,essential,preliminary,beheadedfor,contributeto,inparticular,asfor,thanksto（2）主題相關詞匯：socialmedia:addition,mentalhealth,information,network,profile,follow,trend,viral,hashtagverbsofthistopic:post,share,tag,mention,retweet,engage,...adjectivesofthistopic:beneficial,informative,convenient...;additive,deceptive,superficialdiverse,influential,ambiguous...2.技能TextATextBSectionC寫作技能：介紹通過羅列事實的方式展開段落的寫作技巧。指導學生根據提綱，用羅列事實展開段落的方式完成3.任務MakingashortvideoaboutChinatoshareonsocialmedia（三）教學模式、理念與評價方式教學模式：基于U校園AI版的混合式教學模式采用課堂教學與在線自主學習結合的混合式教學模式。教師可結合教材，并利用“U校園智慧教學云平臺”提供的數字課程、在線交互式課件等內容與功能，實現(xiàn)課堂內外融合和線上線下貫通。教學理念與方法：本課程采用由南開大學“有效教學團隊”研發(fā)的O-AMAS教學模型。該模型包括教學目標設計（Ojte，O、迅速激活（Atain，A、多元學習（Ml-aig，M、有效測評（Asset，A簡要總結（Summary,S）五個環(huán)節(jié)。該模型以學生學習結果(outcome)為導向，以師生良性互動為驅動力，通過有評價方式：主要采用形成性評價，依據教學目標對學生的課堂表現(xiàn)和任務成果進行同伴互評或師評，對于線上學習進行機評。二、教學過程Section1(2classhours)教學階段教學目標教學活動教學評價Pre-classSswillbeabletounderstandandapplythevocabularyofthisunit.SswillbeabletounderstandtheA/BandStoriesofChina)SslearnaboutthetextsandcompletetheexercisesonUcampusAI.UnitpreviewSectionA/SectionB：Readingthetext,Readingcomprehension；LanguagefocusStoriesofChina:ReadingUcampusAI機評UcampusAI線上學習及評價。教師可查看UcampusAI上的學情分析，了解學生學習和作答情況，有針對性地準備線下授課內容。While-classPre-assessment(10mins.):1.Ssdothe“hotpotato”activity.(5mins.)Dividestudentsinto2-3biggroups,8-10Ssineachgroup.Eachgroupisgivenaballorapuppet,Ssstandinacircle.Whenthemusicisplaying,Sspasstheballonebyone,untilthemusicstops,theSwiththeballinhandgivesTheteacherdisplaysthevocabularyonscreen,Ssgivetheexplanation.師評教師觀察學生活動表現(xiàn)，了解詞匯難5)Thegamecangoonforseveralrounds.2.Sscompleteanonlinereadingcomprehensiontest.(5mins.)TissuesreadingcomprehensionquestionsthroughtheOnlineInteractiveCoursewareonUcampusAI,Ssrespondinrealtimeonline.*Tcaneithercreatepersonalizedquestionsorselectreadingcomprehensionquestionsfromthetextbook.教師根據在線答題的即時數據分析，對篇章理解重難點進行有針對性的講解。Activation(5mins.):ActivateSs’recognitionoftopicvocabularyandattitudesontheeffectofsocialmedia.Ssdothedictation.(5mins.)Tpreparessentencesaboutattitudesontheeffectofsocialmedia.Ssdothedictationandexpressopinionsonthestatement.*TcanalsoissuethepracticethroughtheOnlineInteractiveCoursewareanddisplaythewholeclass'sanswersonthescreenwhenfinished.師評Multi-learning1(10mins.):SswillbeabletoidentifythemainideaandstructureofTextA.Ssdothe“read-pair–share”activityandcompletethetwotasks.(10mins.)1.TasksSstomakeasummaryofthetext.師評況，結合學生回答問題情況，進行整體總2.TasksSstodividethetextintodifferentpartstolearnitsdevelopment.結和評價。Multi-learning2(20mins.):SswillbeabletorecognizethewritingfeatureofTextA.1.Tgivesalecture.(10mins.)Tintroduceswritingstylesofnarrative,descriptive,expository,andargumentative師評教師抽查學生對語言風格特點的識別。2.Sreadthetexts.(10mins.)SreadthroughA.TcheckifScanrecognizethestyleofwritingofthistext.Multi-learning3(20mins.):Ssdothe“groupdiscussion”activity.(20mins.)同伴互評&師評Studentswillbeabletoexpresstheiropinionsontheeffectsofsocialmediaandofferadvicetoaddresstheproblemofsocialmediaaddiction.Dividetheclassintogroups,4-5ineachgroup.Ineachgroup,setoneleadertotakenotesandonetokeepthetime.Eachoneinthegroupexpresstheiropinionsontheeffectsofsocialmediaandgiveadvicetoaddresstheproblemofsocialmediaaddiction.Theleaderofeachgroupmakesagroupreport.(T&S)Summarizethetopic-relatedvocabularyandsentencepatterns.生生互評，教師對于Multi-learning4(20mins.):Ssdothe“groupdiscussion”activity.(20mins.)同伴互評&師評SswillbeabletocompareandcontrastthewritingstyleandtheopinionsinTextAandTextB.Studentsstayinthesamegroup.Ineachgroupchangetheleaderandtimekeeper.Eachonemakesaone-minutetalktoexpresshis/her生生互評，教師對于analysisofauthor’sideainbothtexts.Groupleadermakesalistoftheopinionsofthegroup.Exchangethenoteswithothergroupsonce.Eachgroupmakesa*TcanalsoissuethequestionsthroughtheOnlineInteractiveCoursewareanddisplaytheopinionsofeachgrouponthescreenwhenfinished.Summary(5mins.)Self-evaluationSscompletethesummary.(5mins.)Sswritethreepointsonthetopic“theeffectofsocialmedia”.*Tcanalsouse“wordcloud”ontheOnlineInteractiveCoursewareanddisplaySssummariesonthescreenwhenfinished.自評Post-classSsConsolidatetheirunderstandingofthetextandkeyvocabularies.Sspreviewfornextclass.SscompletetheexercisesonUcampusAI.UcampusAI機評SectionA:Languagefocus,StructuredanalysisSectionB：Readingskills,Languagefocus,CollocationSectionC：TranslationUcampusAI線上學習及評價。教師可查看UcampusAI上的學情分析，了解學生學習和作答情況，有針對性地準備線下授課內容。Section2(2classhours)教學階段教學目標教學活動教學評價While-classSsdothe“wordchain”activity.(5mins.)Pre-assessment&activation(5mins.):Sswillbeabletograspthekeyvocabularies.Ssstandinacircle.Tstartswithatopic-relatedword,theSskeeptellingtherelatedwords.IfoneSfailstogoon,he/shecanchangetoanothercategoryofwords.ThenthenextSfollowsthesuit.師評教師觀察學生活動表現(xiàn)，了解詞匯難點，可有針對性講解。Ssdothe“roleplay”activity.(20mins.)Multi-learning1(20mins.):Sswillbeabletoevaluatecontroversialargumentonsocialmedia.Dividetheclassintorolegroups,roleslikekid,parents,teacher,executivesofsocialmediacompany,etc.Therolegroupshaveadiscussionontheiropinionfor5mins.RegrouptheSsintoplaygroups,ensuringeachgrouphasalltheroles.Intheplaygroup,assignoneasdirectorandonetokeepthetime.Thedirectorsofeachgrouppresentgroupsummaryinclass.同伴互評&師評教師觀察學生的表達情況，并對學生的討論進行總結和評價。Multi-learning2(20mins.):Tgivesamini-lectureonwritinginstruction.(5mins.)師評Tinstructsthewritingthemeandstructure,explainstherequirements.教師通過活動，觀察學生對主Sswillbeabletowriteapassageoflisting.Ssdothewritingworkshop(15mins.)Brainstorming—writedownthetheme-relatedvocabulary,ideasorquestions.Sscategorizetheideasintotopic,detail,comments.Sswritetheframeworkofthepassage.Sswriteasmuchaspossibletoconstructapassage.題詞匯掌握情況以及文章架構能力等。Multi-learning3(10mins.):Sswillbeabletorecognizethecollocationsinthisunit.Ssdothe“matchingword”activity.(10mins.)DivideSsintogroups,4-5inonegroup.Tpreparesmaterialsforeachgroup,splitallthecollocationsintoslipsofwords.Ssmatchthecollocationsontheanswersheet.Sssharetheanswersheetinclass.*Tcanalsouse“wordcloud”ontheOnlineInteractiveCoursewareanddisplaySs’answersheetsonthescreenwhenfinished.同伴互評&師評通過讓學生互相評價在小組活動中的表現(xiàn)實現(xiàn)同伴互評。教師對整體活動進行總Multi-learning4(10mins.):Sswillbeabletotranslatesentencesconcerningpositiveeffectofsocialmedia.Tgivesalecture.(10mins.)TsummarizesSs’performanceonUcampusAI.Tintroducestechniquesconcerningparagraph—translatenoun-phrasesintoverbphrases.師評通過評價學生的課前翻譯作Multi-learning5(20mins.):Ssworkoutthescript.(20mins.)WiththehelpofT,SsdevelopascriptforashortvideoaboutChina.師評Sswillbeabletowriteascriptforthevideo.Ssworkingroups,4-5ineachgroup.Ssdiscussonthetopic,content,characters,storyboardscript,cameramethod,etc.Sswritethescriptasmuchaspossible.教師綜合評估學生是否理解Summary(5mins.):Sscompletethesummary.(5mins.)同伴互評&師評Sswillbeabletobetterunderstandthetopicofthisunit.Studentstakenotesforwhattheyhavelearntintheclass,including:3thingsIlearnedtoday2thingsIfeelimportant1questionPost-classSswillbeabletodevelopapassagewithtopicsentenceandstatisticfacts.SslearnaboutthetextsandcompletethefollowingexercisesonUcampusAI.SectionA:StructuredwritingUnitreviewUcampusAI機評&同伴互評&師評UcampusAI學生的自評、互評情況，并進一步給出教師評價。Self-assessment：Ssdothe“checkandreview”activity.Ican…understandthewordsandphrasesofthisunitanalyzeandinterprettextstounderstanddifferentperspectivesonsocialmedia.學生自評通過反思和回顧單元內容以Sswillbeabletoreflectonandreviewwhat及自己的掌握情況，對本單元的學習進行總結和復盤。theyhavelearnedinthisunit.explaintheadvantagesanddisadvantagesofsocialmedia.structureaparagraphoflistingwithclearsignalwords.createashortvideoscriptthathighlightstheculturalsignificanceofsocialmediainChina.《新視野大學英語（第四版）讀寫教程1》教案Unit5Friendshipacrossborderandgender一、單元教學概況（一）教學目標1.知識目標（1）語言層面：學生能夠學會并使用本單元重點詞匯、短語、句型結構，并能夠掌握主題相關詞匯。（2）內容層面：學生能夠通過篇章學習，深入思考友誼的價值，理解跨國別友誼和跨性別友誼的難能可貴，能夠接納不同交友偏好背后的原因。2.能力目標（1）詞匯應用能力：學生能夠使用主題相關詞匯進行話題內容闡述。（2）閱讀能力：學生能夠通過引導性問題總結段落大意，能夠確切指出主旨句的位置，也能夠在主旨句隱含的情況下總結歸納出段落大意。（3）寫作能力：學生能夠進行因果關系段落寫作。（4）應用能力：學生能夠就不同的交友偏好進行有理有據的辯論。（5）思辨能力：學生能夠辯證地分析跨國別友誼和跨性別友誼的獨特之處及其面臨的挑戰(zhàn)。3.思政育人目標學生能夠運用主題相關詞匯介紹更多的跨國別友誼的案例，理解文化差異的存在和跨文化交流的可能性，培養(yǎng)跨文化交際的能力，以期在講好中國故事，提升國際傳播效能方面做出自己的貢獻。（二）教學基本內容ABTextC1.詞匯（1）重點詞匯：dedication,derive,economic,hesitation,integrate,prompt,reform,relevant,revolutionary,withdraw,addition,decision,declaration,direction,digestion,formation,persuation,transmission,activity,equality,majority,popularity,familiarity,originality,rarityblazeatrail,breakthrough,exceptfor,inthespotlight,note...down,outof,put...aside,reportforduty,thinkof,turn...down（2）主題相關詞匯：friendship,border,gender,virtue,value,sharedchildhood,similarhobbies,samebeliefs,acommoncause,lastalifetime,bringjoyandhappiness,commitment,devotiontocommonvaluesbeliefs,bind,regardlessofage,gender,raceornationality,strengthenfriendship,theFriendshipMedal,honor,line,outrun,overtake,teamsports,skill,goal,strategy,teamwork,cooperation,developleadershipskill,earnrespect,failure,success,achieveacommongoal,commonbelief,brotherlyfriendship,comradelyfriendship,selflessdevotion,gendervariables,femalefriends,intimate,magnetic,sensitive,withdeliberateattention,malefriends,motion,innocent,inseparable,irreplaceable,gender-basedcommunication,emotional,rational,masculine,feminine,differencesinbehaviorandcommunicationrestrained,emotionalexpressions,themeansofexpression,differfromonegendertotheother2.技能閱讀技能：通過學習讓學生了解不同文體的寫作手法，鍛煉學生總結段落大意的能力。通過梳理篇章結構，讓學TextATextBTextATextBTextATextB（AparagraphofcauseandeffectTextA57Effect翻譯技能：完成“中國外交政策”相關的翻譯練習，并講解相關的中譯英技巧，包括相關主題詞匯翻譯、翻譯中3.任務Conductingadebateonhavingalargecircleoffriendsvs.asmallcircleoffriends（三）教學模式、理念與評價方式教學模式：基于U校園AI版的混合式教學模式采用課堂教學與在線自主學習結合的混合式教學模式。教師可結合教材，并利用“U校園智慧教學云平臺”提供的數字課程、在線交互式課件等內容與功能，實現(xiàn)課堂內外融合和線上線下貫通。教學理念與方法：本課程采用由南開大學“有效教學團隊”研發(fā)的O-AMAS教學模型。該模型包括教學目標設計（Ojte，O、迅速激活（Atain，A、多元學習（Ml-aig，M、有效測評（Asset，A簡要總結（Summary,S）五個環(huán)節(jié)。該模型以學生學習結果(outcome)為導向，以師生良性互動為驅動力，通過有評價方式：主要采用形成性評價，依據教學目標對學生的課堂表現(xiàn)和任務成果進行同伴互評或師評，對于線上學習進行機評。二、教學過程Section1(2classhours)教學階段教學目標教學活動教學評價Pre-class1.SswillbeabletounderstandandapplythevocabularyofthisSslearnaboutthetextsandcompletetheexercisesononUcampusAI.UcampusAI機評unit.2.SswillbeabletounderstandtheA/BandStoriesofChina)UnitpreviewSectionA/SectionB：Readingthetext,Readingcomprehension,LanguagefocusStoriesofChina:ReadingUcampusAI線上學習及評價。教師可查看UcampusAI上的學情分析，了解學生學習和作答情況，有針對性地準備線下授課內容。While-classPre-assessment(10mins.):1.Ssdothe“word-guessing”activity.(5mins.)Dividestudentsintogroups,4-5ineachgroupOnestudentineachgroupstandsupTheteachergivesthemeaningofonewordinthisunit,studentsgivetheWhenonestudentgivestherightanswer,sitdown.Anotherstudentinhis/hergroupstandsup.Ifonestudentfailedtogivetherightanswer,keptstanding.Anotherstudentinthegroupstandsupforthenextround.Whenallthestudentsinonegroupsitdown,thatgroupwins.*Ifthisisalarge-sizeclass,Tcanchooseafewstudentstoformtwogroupsandperformtheactivityinfrontoftheclass.2.Sscompleteanonlinereadingcomprehensiontest.(5mins.)師評教師觀察學生活動表現(xiàn)，了解詞匯難教師根據在線答題的即時數據分析，對篇TissuesreadingcomprehensionquestionsthroughtheOnlineInteractiveCoursewareonUcampusAI,Ssrespondinrealtimeonline.*Tcaneithercreatepersonalizedquestionsorselectreadingcomprehensionquestionsfromthetextbook.章理解重難點進行有針對性的講解。Activation(5mins.):ActivateSs’viewsonfriendship,stimulatingtheirinterestinlearningandparticipation.Ssdiscussthefollowingquestionsaboutfriendship.(5mins.)AsaChinesephilosophersaid,“Friendshipwithamanisfriendshipwithhisvirtue.”,doyouagree?Whyorwhynot?Howimportantarefriendstoyou?Whatdoyouvaluemostinfriendship?Doyouthinkitiseasyorhardtomakefriendswithpeoplefromothercountries?Why?*Thequestionsmayvary.TcanalsoissuethequestionsthroughtheOnlineInteractiveCoursewareanddisplaythewholeclass'sanswersonthescreenwhenfinished.師評Multi-learning1(10mins.):SswillbeabletoidentifythemainideaandstructureofTextA.Ssdothe“read-pair–share”activityandcompletethetwotasks.(10mins.)1.TasksSstomakeasummaryofthetext.師評況，結合學生回答問2.TasksSstodividethetextintodifferentpartstolearnitsDevelopment.題情況，進行整體總結和評價。Multi-learning2(20mins.):1.Tgivesalecture.(15mins.)師評SswillbeabletorecognizethewritingfeatureofTextA.Tintroducesthewritingmethodofcomposingaparagraphofcauseandeffect.教師抽查學生對因果別。2.Sreadthetexts.(5mins.)SreadthroughAinthisunit.TcheckifSscanrecognizethemethodofwritingofA。Multi-learning3(20mins.):Ssdothe“groupdiscussion”activity.(20mins.)同伴互評&師評Sswillbeabletodescribetheadvantagesofmakingfriendsfromdifferentculturesbyusingthethematicvocabularieslearned.Dividetheclassintogroups,4-5ineachgroup.Ineachgroup,setoneleadertotakenotesandonetokeepthetime.Eachonetalkshis/heropinionsinoneminute.Theleaderofeachgroupmakesagroupreport.(T&S)Summarizethetopic-relatedvocabulary.生生互評，教師對于Multi-learning4(20mins.):Ssdothe“groupdiscussion”activity.(20mins.)同伴互評&師評Sswillbeabletoevaluatetheauthor’sopiniononthecontributionthattheCrookshavemadetoChina’sforeignlanguageeducation.Studentsstayinthesamegroup.Ineachgroupchangetheleaderandtimekeeper.Eachonemakesaone-minutetalktoshowopinion.Groupleadermakesalistoftheopinionsofthegroup.生生互評，教師對于Exchangethenoteswithothergroupsonce.Eachgroupmakesasummary.*TcanalsoissuethequestionsthroughtheOnlineInteractiveCoursewareanddisplaytheopinionsofeachgrouponthescreenwhenfinished.Summary(5mins.)Self-evaluationSscompletethe“3-2-1”summary.(5mins.)Studentstakenotesforwhattheyhavelearntintheclass,including:3thingsIlearnedtoday2thingsIfeelimportant1question*Tcanalsouse“wordcloud”ontheOnlineInteractiveCoursewareanddisplaySs’summariesonthescreenwhenfinished.自評Post-classSsconsolidatetheirunderstandingofthetextandkeyvocabularies.Sspreviewfornextclass.SscompletetheexercisesonUcampusAI.UcampusAI機評SectionA:Languagefocus,StructuredanalysisSectionB：Readingskills,Languagefocus,CollocationSectionC：TranslationUcampusAI線上學習及評價。教師可查看UcampusAI上的學情分析，了解學生學習和作答情況，有針對性地準備線下授課內容。Section2(2classhours)教學階段教學目標教學活動教學評價While-classPre-assessment&activation(5mins.):Sswillbeabletograspthekeyvocabularies.Ssdothe“onionring”activity.(5mins.)HaveSsstandintworings,oneinsideanother/orstandintwolines,facetoface.Onewordwillappearonthescreen,Sononering/lineexplainsthewordtohis/herpartner.Ssononering/linemakeonestepaside,facinganewpartner.Ssonthering/linechangerolestoexplainthewordonscreen.Afterseveralrounds,allSsbacktoseat.師評教師觀察學生活動表現(xiàn)，了解詞匯難點，可有針對性講解。Multi-learning1(10mins.):Sswillbeabletorecognizethewayoffindingthemainideaofaparagraph.Tgivesamini-lecture.(3mins.)Tintroducesthewayoffindingthemainideaofaparagraph.Ssdothe“read-pair–share”activityandcompletethetwotasks(7mins.)Task1:SsreadTextBandtrytofindthemainideaofaparagraphbythehelpofguidingquestions.Task2:Ssanalyzeandsummarizethewayandfunctionoffindingthemainideaofaparagraph.同伴互評&師評討論活動是同學之間相互評估的過程，可以促進互助學習，增加反饋多樣性。教師觀察學生的討論情況，并對學生的討論進行總結和評價。Multi-learning2(20mins.):SswillbeabletomakeSsdothe“Listallthepossibledifferences”activity.(20mins.)Dividetheclassintogroups,4-5Ssineachgroup.Tappointseachgroupthesametask.同伴互評&師評主題發(fā)言活動后，通過讓學生給各個團隊打分，實現(xiàn)同伴互評。acomparisonandcontrastbetweenmakingfriendswithmalesandfemalesafterreadingTextB.Eachgroupchoosealeaderandatimekeeper.Eachgrouphavea5-mindiscussionandprepareforallthepossibledifferencesbetweenmakingfriendswithmalesandfemales.Thegroupleadersmakeareport.Afteronegivesthereport,Ssinothergroupsraisequestions.Thereportinggroupgivetheanswer.Ssvotetochoosethebestgroup.教師觀察學生的匯報情況，并對學生的發(fā)言進行總結和評價。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生詞匯掌握情況，并對重點詞匯進行歸類總結。Multi-learning4(20mins.):Sswillbeabletoconductadebateonhavingalargecircleoffriendsvs.asmallcircleoffriends.Ssdothe“groupdiscussionandconductadebate”activity.(20mins.)RegrouptheSs,4-5Ssineachgroup.Sshavegroupdiscussionanddoresearchandcollectsupportingmaterialsforadebate.Eachgroupmakealistofatleastfourreasonstosupporttheirviewpoint.Eachgroupappointfourdebaterstotakepartinaclassdebate.Ssleavemarksontheirfavoritedebategroup.TandSssummarizethecontentandmethodofdebate.同伴互評&師評通過讓學生為他們最喜歡的辯論隊打分，實現(xiàn)同伴互評教師通