新視野大學英語（第四版）讀寫教程3（思政智慧版） 教案 B3U4 Unit 4 When work is a pleasure

《新視野大學英語（第四版）讀寫教程3》教案Unit4Whenworkisapleasure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，理解文章中關于工作與樂趣，勞動與休閑的關系，了解技術革新對工作的影響；能夠識別文章結構和作者意圖。（3）拓展內容：學生能夠了解文化傳承和手工藝在現(xiàn)代社會中的價值和意義；理解社會經濟的發(fā)展態(tài)勢，能夠應對新的就業(yè)形勢。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：學生能夠分析文章結構，總結文章主旨和細節(jié)信息；了解不同的寫作文體，能夠比較或者對比文章的結構。（3）寫作能力：學生能夠準確利用比較或對比方法進行逐點論述，論點論據清晰，邏輯性強；能夠使用準確、豐富的標記詞匯。（4）應用能力：學生能夠就工作的幸福感制作調查問卷，進行調查并撰寫調查報告，調研內容全面，設計合理。（5）思辨能力：學生能夠分析對職業(yè)或工作態(tài)度，使用比較和對比的寫作結構表達觀點。3.思政育人目標1.學生能夠理解工作與個人幸福之間的關系。2.學生能夠理解個人興趣與社會責任的平衡關系，追求既能滿足個人興趣，又對社會有益的工作。3.學生能夠理解傳統(tǒng)文化和手工藝在現(xiàn)代社會中的重要作用，以及傳承非物質文化遺產的意義。（二）教學基本內容AworkerlaborerTextBTextC1.詞匯（1）重點詞匯：abolish,adverse,commonplace,contend,diversion,foster,gauge,revenue,suffice,upcoming,prone,dedicate,incentive,innovation,simultaneous,conformto,slaveaway,contendwith,countdown,designate...as,conformto,coincidewith,refrainfrom,slaveaway,correlatewith（2）主題相關詞匯：工作相關：worker,laborer,leisuretime,productivity...文化遺產：culturalheritage,apprenticeship,diligence,preservation,artistry...主題相關動詞：abide,eliminate,contribute,foster,dedicate,preserve,inherit,apprentice,design,exchange,strengthen,handdown,carryon,amend,strive,encounter,inspire,oversee...2.技能TextATextB寫作技能：介紹比較對比(compare-and-contrast翻譯技能：完成關于大學如何應對當前就業(yè)形勢的段落翻譯，學習中文論述中動賓結構的翻譯技巧。比較學習二3.任務Conductingasurveyonhappinessatwork（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，通過有效互動活動，引導學生主動學習、深度學習，實現(xiàn)教學目標深度滲透，教學對象深度參與。評價方式：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)SslearnaboutthetextsandcompletetheexerciseonUcampusAI.UnitSectionA/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“flyingchess”activity.(5mins)Tdrawsa"flyingchess"boardontheblackboardwithabout15squares,eachcontainingavocabularywordfromthisunit.Usedifferentcoloredchalktomaketheboardvisuallyappealing.Ssworkinpairs.Eachpairofstudentsusesdifferentcoloredmagnetsorstickersastheirtokens,whichcanbemovedontheblackboard.Tprovidesaphysicaldice,andEachStakesturnsrollingthedice.TheSwhosetokenlandsonasquaremustgiveanexplanationofthewordinEnglishormakeasentenceusingtheword.Iftheexplanationorsentenceiscorrect,theycontinuetothenextround.Ifnot,peersortheTcanassist,andthenthegamecontinues.Sscanworkseveralroundsontheboardstopracticethewords.2.Sscompleteanonlinereadingcomprehensiontest.(5mins)TissuesreadingcomprehensionquestionsthroughtheOnlineInteractiveCoursewareonUcampusAI,Ssrespondinrealtimeonline.*Tcaneithercreatepersonalizedquestionsorselectreadingcomprehensionquestionsfromthetextbook.師評教師觀察學生活動表現(xiàn)，了解詞匯難同伴在活動中互相評價，共同回顧。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):Ssdothedictationof“Preview”inthisunitonUcampusAI師評ActivateSs’awarenessofthetopicandsomekeyideas.Tpreparestheparagraphsof“Preview”ofthisunitintoadictationmaterial.Theblankscouldbewordsorphrases.SsfillintheblanksonUcampusAI.針對學生在線答題情況，對學生情況加以總結，并導入課文學習。Multi-learning1(10mins):SswillbeabletoidentifythemainideaandstructureofTextA.Ssdothe“read-pair–share”activityandcompletethetwotasks.(10mins)TasksSstomakeasummaryofthetext.TasksSstodividethetextintodifferentpartstolearnitsdevelopment.師評況，結合學生回答問題情況，進行整體總結和評價。Multi-learning2(5mins):SswillbeabletorecognizethewritingfeatureofTextA.Sreviewthewritingfeaturesofdifferentstyles(2mins)Sreadthetexts(3mins)SreadthroughA,BandCinthisunit.TcheckifScanrecognizethestyleofwritingofthistext.師評教師抽查學生對語言風格特點的識別。Multi-learning3(15mins):Sswillbeabletorecognizethewritingstyleofanargumentandthetechniquestheauthorusedtosupportthemainstatement.Ssdothe“groupdiscussion”activity.(15mins.)Dividetheclassintogroups,4-5ineachgroup.Ineachgroup,setoneleadertotakenotesandonetokeepthetime.Groupleaderdividesthetaskstomembers.Eachmemberreadsthroughtheassignedparagraph(s)tofindthetechniquestheauthorused.同伴互評&師評生生互評，教師對于Theleaderofeachgroupmakesagroupreport.(T&S)Summarizethetechniquesofthisargument.Multi-learning4(20mins.):Ssdothe“groupdiscussion”activity.(20mins.)同伴互評&師評SswillbeabletorecognizethewritingstyleofTextB,recognizingthesignalwords,andanalyzethestructureandtechniquesofanarrativeessay.Regroupthestudents,4-5ineachgroup.Ineachgroup,setoneleadertotakenotesandonetokeepthetime.Groupleaderdividesthetaskstomembers.Eachmemberreadsthroughtheassignedparagraph(s)tofindthesignalwordsandtechniquestheauthorused.Theleaderofeachgroupmakesagroupreport.(T&S)Summarizethesignalwordsandtechniquesofthisnarrative生生互評，教師對于Multi-learning5(20mins.):Ssdothe“groupdiscussion”activity.(20mins.)同伴互評&師評Sswillbeabletoevaluatetheauthor’sopinionontheattitudetowardsone’sjobandexpressideasonjobselectionandworkingattitude.Studentsstayinthesamegroup.Ineachgroupchangetheleaderandtimekeeper.Eachonemakesaone-minutetalktoshowopinion.Groupleadermakesalistoftheopinionsofthegroup.Exchangethenoteswithothergroupsonce.Eachgroupmakesa生生互評，教師對于Doyouagreewiththeauthor’sopinionon“worker”and“l(fā)abor”?Ratethefactorsofyourpriority*Thequestionsmayvary.TcanalsoissuethequestionsthroughtheOnlineInteractiveCoursewareanddisplaythewholeclass’sanswersonthescreenwhenfinished.whenchoosingajob:chanceofadvancing,payment,responsibility,location,corporateculture,interest,contribution3.Whatistheimpactofapositiveattitudeonworkplaceproductivity?Summary(5mins.)Self-evaluationSscompletethe“3-2-1”summary.(5mins.)Studentstakenotesforwhattheyhavelearntintheclass,including:3thingsIlearnedtoday2thingsIfeelimportant1question*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“runningdictation”activity.(10mins.)Pre-assessment&activation(10mins.):Sswillbeabletograspthekeyvocabularies.Tpreparesatextincludingthekeywordsofthisunit,andpreparesseveralcopiesofthetext.Postthecopiesatvariouslocationsoftheclassroom,oroutside.Dividetheclassintoteams,6-8membersineachteam.OneSfromeachteamisthe“runner”.Therunnergoestothetext,memoriesasentenceoraphrase,andrunsbacktotheteam.Therunnerdictatesthesentencetotheteam,theywriteitdown.Thennextmembersdothesameuntiltheyfinishthewholetext.Nowritingmaterialsorphotos-shotareallowedatthetextlocations.Thefirstteamtocorrectlywritedowntheentiretextwins.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.):Tgivesamini-lecture.(3mins.)Tintroducesthecompare-and-contrastinwriting.同伴互評&師評討論活動是同學之間Sswillbeabletorecognizethecompare-and-contrastinwritingSsdothe“read-pair–share”activityandcompletethetwotasks.(7mins.)相互評估的過程，可以促進互助學習，增加反饋多樣性Task1:SsreadTextAagainandanalyzethecompare-and-contrastpatterntheauthorused.Task2:Changethepatternandanalyzetheeffects.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(15mins.):Ssdothe“groupdebate”activity.(15mins.)Sswillbeabletoevaluatetheauthor’sideaandexpresstheirownideasonjobchoosingandworkingattitude.Apositiveworkattitudeismoreimportantthanskills.//Skillsaremoreimportantthanapositiveworkattitude.Workattitudedeterminesprofessionalsuccess.//Workabilitydeterminesprofessionalsuccess.Favoriteworkingenvironmentisthekeyfactortocultivatepositiveworkattitude.//Personalresponsibilityisthekeyfactortocultivatepositiveworkattitude.Dividetheclassintogroups,4-5Ssineachgroup.Tchoosesonetopic,appointingthegroupopinionof“affirmative”or“negative”.Eachgroupchoosesaleaderandatimekeeper.Eachgrouphasa5-mindiscussionandfindreasonstosupportthegroupopinion.Thegroupleadersmakeareport.Afteronegivesthereport,Ssinothergroupsraisequestions.Thereportinggroupgivetheanswer.Ssvotetochoosethebestgroup.*Thequestionsmayvary.TcanalsoissuethequestionsthroughtheOnlineInteractiveCoursewareanddisplaythewholeclass’sanswersonthescreenwhenfinished.同伴互評&師評辯論活動后，通過讓學生給各個團隊投票，實現(xiàn)同伴互評。教師觀察學生的辯論情況，并對學生的辯論進行總結和評價。Multi-learning3(10mins.):Ssdothe“vocabularyrace”activity.(10mins.)師評Sswillbeabletoapplythetopic-relatedvocabulary.1.DivideSsintogroups,8-10memberseach,standinginfrontoftheboard.教師通過活動觀察學生詞匯掌握情況，并對重2.WhenTsaysoneitemoftopic-relatedvocabulary,i.e.“workingattitude”,Ssineachgrouptaketurnstowriteanswersonboard.3.IfoneSfailstogoon,othergroupmemberscanhelp.點詞匯進行歸類總結Afterseveralrounds,TandSssummarizethevocabulary.Ssdothe“groupdiscussion”activity.(20mins.)RegrouptheSs,4-5Ssineachgroup.Eachgroupdesignstheirformatofthesurveyandthequestions.Sshavegroupdiscussionononeoccupationtheychose,includinggeneralsatisfaction,accomplishment,changeofadvancing,workplacerelationship,workplaceenvironment,workstress,alignmentwithone’svalue,paymentandwelfare,socialesteem,work-life-balance,etc.Eachgroupmakesareportontheirdiscussion.Ssvoteforthebestreport.Isthereportwell-structuredandlogic?Isthelanguageaccurateandeasytounderstand?Istheconclusionconvincing?Isthesuggestionpracticalenough?同伴互評&師評通過讓學生為他們最喜歡的調查報告投票，Multi-learning4(20mins.):實現(xiàn)同伴互評。Sswillbeabletoconductasurveyonhappinessatwork.教師通過活動觀察學生的綜合實踐表現(xiàn)，有針對性地做出點評，并提出建議，幫助學生理解他們的優(yōu)勢和改進的空間。Multi-learning5(10mins.):Tgivesalecture.(10mins.)師評SswillbeabletotranslatepassagesTsummarizesSs’performanceonUcampusAI.Tintroducestechniquesconcerningparagraphtranslation通過評價學生的課前翻譯作業(yè)，教師可以診斷concerningsuggestionstocollegestudentsontheirfuturejob-seeking.onthetypicalverb-objectstructureinChineseintoEnglish.3.Tcanaddtherelated-translationonnewformsofemployment(新就業(yè)形態(tài))inthereportofthe20thNationalCongressofCCP.學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，解決學生在翻譯過程中遇到的問題。Multi-learning6(10mins.):Sswillbeabletounderstandthestructureofacompare-and-contrastessay.Tgivesamini-lecture.(3mins.)Tintroducesthecompare-and-contrastessaystructure,signalwords,commonmistakes,etc.Workouttheoutline.(7mins.)WiththehelpofT,Ssdevelopanoutlineofthecompare-and-contrastessay,usingpoint-by-pointpattern.師評教師綜合評估學生是否能夠理解對比關系論文的結構，并將其正確應用于作業(yè)或論文寫作中。Summary(5mins.):Sswillbeabletobetterunderstandt