新视野大学英语（第四版）读写教程1（思政智慧版） 教案 B1U2 Unit 2 Loving Parents,Loving children

《新视野大学英语（第四版）读写教程1》教案Unit2LovingParents,Lovingchildren一、单元教学概况（一）教学目标1.知识目标（1）语言层面：学生能够学会并使用本单元重点词汇、短语、句型结构，并能够掌握主题相关的核心词汇和表达方式。（2）内容层面：学生能够通过篇章学习，理解中西方家庭价值观的异同，理解问题-解决的段落结构。2.能力目标（1）词汇应用能力：学生能够使用主题相关词汇进行话题内容阐述。学生能够描述自己与父母的亲子关系，意思表达准确，词汇丰富。学生能够评价自己与父母的亲子关系，同时能够通过跨文化学习，讨论如何加强改善亲子关系。（3）写作能力：学生能够准确使用问题-解决结构展开段落，主题句清晰简洁，段落展开逻辑衔接自然流畅。（4）应用能力：学生能够设计问卷，调查家长眼中的自己，增强亲子关系。（5）思辨能力：学生能够尊重不同文化背景下的家庭价值观，建立健康的亲子关系。3.思政育人目标学生能够通过比较跨文化背景下的亲子关系，加深对家庭美德和社会主义核心价值观的认识；通过加强亲子沟通，培养家庭责任感和社会责任感。（二）教学基本内容本单元聚焦“父母亲子关系”主题，围绕三篇“爱是家庭核心情感”主题相关的阅读素材，进行相关内容、词汇、ATextB，TextATextBTextC1.词汇（1）重点词汇：await,dump,embarrassment,emotional,historical,stuff,bond,impersonal,overwhelmed,responsibilities,reverse,romantic,seriously,difference,shiver,complain,anticipate,restraint,stretch,delicate,accompany,awkward,atatime,throw...away,withopenarms,straightenup,reverseoneself,makesense,atleast,(not)careforsth./sb.（2）主题相关词汇：familyties:bond,support,responsibility,growth,change,independence,harmony,respect,...familyrelationshipdescription:loving,warm,harmonious,supportive,cozy,dynamic,emotional,...familycommunication:conversation,resolution,share,discuss,talk,argue...2.技能thoughtTextA和TextB写作技能：段落写作，用问题-解决的结构，通过主题句及一个或多个相关细节搭建一个段落。翻译技能：完成介绍中华传统文化中关于孝道的几个长句汉泽英，注意专有名词“孝道”的翻译，以及“道德规3.任务Conductingasurvey:whatparentsthinkoftheirchildren（三）教学模式、理念与评价方式教学模式：基于U校园AI版的混合式教学模式采用课堂教学与在线自主学习结合的混合式教学模式。教师可结合教材，并利用“U校园智慧教学云平台”提供的数字课程、在线交互式课件等内容与功能，实现课堂内外融合和线上线下贯通。教学理念与方法：本课程采用由南开大学有效教学团队研发的O-AMAS教学模型。该模型包括教学目标设计（Objective，O、迅速激活（Activation，A、多元学习（Multi-learning，M、有效测评（Assessment，A、简要总结（Summary,S）五个环节。该模型以学生学习结果(outcome)为导向，以师生良性互动为驱动力，通过有效互动活动，引导学生主动学习、深度学习，实现教学目标深度渗透，教学对象深度参与。评价方式：主要采用形成性评价，依据教学目标对学生的课堂表现和任务成果进行同伴互评或师评，对于线上学习进行机评。二、教学过程Section1(2classhours)教学阶段教学目标教学活动教学评价Pre-classSswillbeabletounderstandandapplythevocabularyofthisunit.SswillbeabletounderstandtheA/BandStoriesofChina)SslearnaboutthetextsandcompletetheexercisesonUcampusAI.UnitpreviewSectionA/SectionB：Readingthetext;Readingcomprehension；LanguagefocusStoriesofChina:ReadingUcampusAI机评UcampusAI线上学习及评价。教师可查看UcampusAI上的学情分析，了解学生学习和作答情况，有针对性地准备线下授课内容。While-classPre-assessment(10mins.):1.Ssdothe“What’smissing”activity.(5mins.)Tprepares5-6keywordsonboard/screen.Ssaregiven20sectorememberthewords.ThenSscloseeyes,Twipesoffoneword,and/orchangetheorderorpositionofotherwords.Ssopeneyesandtrytofindwhichwordismissing.TchoosesoneStogiveexplanationormakesentenceofthatword.Nextround,Tcanchangeonewordinthesamegroup,orprovidesanothergroupofwords.师评教师观察学生在活动中的表现，了解词汇难点，可有针对性讲解。2.Sscompleteanonlinereadingcomprehensiontest.(5mins.)TissuesreadingcomprehensionquestionsthroughtheOnlineInteractiveCoursewareonUcampusAI,Ssrespondinrealtimeonline.*Tcaneithercreatepersonalizedquestionsorselectreadingcomprehensionquestionsfromthetextbook.教师根据在线答题的即时数据分析，对篇章理解重难点进行有针对性的讲解。Multi-learning1(15mins.):SswillbeabletorecognizethewritingfeatureofTextAandTextB.Tgivesalecture.(10mins.)Tintroduceswritingstylesofnarrativestory,andsomefeaturesofnarrative.Sreadthetexts.(5mins.)SreadthroughAandB,underlinetheliteraldevicestheauthoradopted.TcheckifSscanrecognizethewritingstylesandfindexamplesofnarrativefeatures.Sssummarizethenarrativedevicesinthetwotexts.师评教师抽查学生是否能识别叙述性文章的语言特点。Multi-learning2(20mins.):Sswillbeabletodescribebothparents’andkids’feelingsintheSsdothe“groupdiscussion”activity.(20mins.)Dividetheclassintogroups,4-5ineachgroup.Ineachgroup,setoneleadertotakenotesandonetokeep同伴互评&师评在讨论中形成生生互评，教师对于小组的similarsituationofTextAandTextB.thetime.Eachonetalkshis/herremarksinoneminute.Theleaderofeachgroupmakesagroupreport.(T&S)Summarizethetopic-related展示进行点评，并进行活动总结。Multi-learning3(20mins.):Ssdothe“roleplay”activity.(20mins.)同伴互评&师评SswillbeabletounderstandtheethicsofancientChinaaboutMencius’philosophyandfilialpiety,andestablishthecross-culturalabilityonthistopic.Ssstayinthesamegroup.Ineachgroupchangetheleaderandtimekeeper.EachgroupchoosetopreparethescenefromAorB,thinkingwhatChineseparentsandkidswilldoandreact.Tselectssomegroupstoactoutinclass.在角色扮演中形成生生互评，教师对于小组的展示进行点评，并进行活动总结。Multi-learning4(20mins.):Ssdothe“groupdiscussion”activity.(20mins.)同伴互评&师评Sswillbeabletobeawareoftheimportanceoffamilyrelationshipandfindsolutionstostrengthenfamilyties.T&Ssbrainstormtheproblemsoffamilyrelationship.Re-groupSs,4-5ineachgroup.Ineachgroup,setoneleadertotakenotesandonetokeepthetime.Eachgroupdiscussthesolutionstooneproblem.Theleaderofeachgroupmakesagroupreport.在讨论中生生互评，教师对于小组的展示进行点评，并进行活动总结。*TcanalsoissuethequestionsthroughtheOnlineInteractiveCoursewareanddisplaytheopinionsofeachgrouponthescreenwhenfinished.Summary(5mins.)Self-evaluationSscompletethe“3-2-1”summary.(5mins.)Studentstakenotesforwhattheyhavelearntintheclass,including:3thingsIlearnedtoday2thingsIfeelimportant1question*Tcanalsouse"wordcloud"ontheOnlineInteractiveCoursewareanddisplaySssummariesonthescreenwhenfinished.自评学生总结本课重难点。Post-classSsConsolidatetheirunderstandingofthetextandkeyvocabularies.Sspreviewfornextclass.SscompletetheexercisesonUcampusAI.UcampusAI机评SectionALanguagefocus、StructuredanalysisSectionB：Readingskills、Languagefocus、CollocationSectionC：TranslationUcampusAI线上学习及评价。教师可查看UcampusAI上的学情分析，了解学生学习和作答情况，有针对性地准备线下授课内容。Section2(2classhours)教学阶段教学目标教学活动教学评价While-classPre-assessment&activation(5mins.):Ssdothe“findmatch”activity.(5mins.)同伴互评同学判断搭配是否正Sswillbeabletograspcollocationsofthisunit.Tprovidesthecollocationsofthisunit,including“do”and“make”collocations,splitallthewords.Showallthewordsonscreenoronamaterial.Sswritedownonewordonaslipofpaper.Standupandmingleintheclassroom,holdingtheslipatthefront,untilfindthecollocationmatch.TselectsSstoexplainorgivemorecollocationsAfterseveralrounds,allSssummarizethecollocations.确，同时需要关注是否还有其他的搭配。师评教师观察学生活动表现，了解词汇难点，可有针对性讲解。Multi-learning1(20mins.):Sswillbeabletoconductasurvey“Me—intheeyesofmyparents”.Whatdidtheyfeel?Whatwilltheyreact?Whataremyexpectationsfromthem?Ssdothe“groupdiscussion”activity.(20mins.)Dividetheclassintogroups,4-5Ssinonegroup.Eachgroupchoosealeaderandonetokeeptime.EachdiscussthequestionsintheTextbookP.53,focusingonconflicts,andsolutions.Groupleadersmakeareportoftheirdiscussion.同伴互评&师评讨论活动是同学之间相互评估的过程，可以促进互助学习，增加反馈多样性。教师观察学生的讨论情况，并对学生的表达进行总结和评价。Multi-learning2(20mins.):Sswillbeabletodescribetheirlifeathomeandexpressfeelingoffamilymembers.Ssdothe“groupdiscussion”activity.(20mins.)Ssstayatthesamegroup.Eachgroupchoosealeaderandatimekeeper.Eachgrouphavea5-mindiscussionabouttheirlifeathome.Thegroupleadersmakeareportinclass.Ssinothergroupsvoteforthebestreport.同伴互评&师评教师观察学生的讨论和展示情况，对学生的表现进行总结和评价。Multi-learning3(10mins.):1.Tgivesamini-lecture.(3mins.)Tintroducesreadingskillofreadingwiththoughtgroups.师评Sswillbeabletopracticethereadingskillofreadingwiththoughtgroups.2.Readforpractice.(7mins.)WiththehelpofT,Ssdomorepracticeofthisreadingstrategy.ꞏ教师通过阅读时长和准确率来评价学生对阅读技巧的掌握情况。*TcandothepracticeonP.43,oraddmorematerials.Tgivesamini-lecture.(7mins.)Tintroducestheparagraphdevelopmentmethod—problem-solutionpattern.Multi-learning4(20mins.):Ssdothe“think-pair-share”activity(13mins.)师评Sswillbeabletowriteastructuredparagraphusingtheproblem-solutionpattern.Ssdosomepracticeonreadingmaterialson39-40Ssdiscusswithpartners.Ssfinishaparagraphwithproblem-solutionpatternonP.41.Ssexchangethedraftwithpartner.Somepresentinclass.教师通过活动观察学生阅读理解和完成任务情况并进行评价。Multi-learning5(10mins.):Tgivesalecture.(10mins.)师评通过评价学生的课前SswillbeabletotranslatesentencestointroducetraditionalTsummarizesSs’performanceonUcampusAI.Tintroducestechniquesconcerningcompoundsentence翻译作业，教师可以诊断学生在翻译技能Chineseculture.translation,andsometranslationoftraditionalChineseculture.上的具体困难和挑战，并进行针对性的讲解，解决学生在翻译过程中遇到的问题。Summary(5mins.)Sscompletethe“ORID”summary.(5mins.)自评Self-evaluationStudentstakenotesforwhattheyhavelearntintheclass,including:O-Objective—WhatdidIlearntoday?R-Reflective—HowdidIfeel?I-Interpretive—Whatdiditmean(tome)?D-Decisive—WhatamIgoingtodonext?学生总结本课收获。*Tcanalsouse“wordcloud”ontheOnlineInteractiveCoursewareanddisplaySssummariesonthescreenwhenfinished.Post-classSswillbeabletodevelopapassageofproblem-solutionessay.Sslearnaboutthetextsandcompletethef