新视野大学英语（第四版）读写教程B3U6 教案 Unit 6 The economy- power behind everyday life

《新视野大学英语读写教程3》教案Unit6Theeconomy:powerbehindeverydaylife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、搭配和句型结构。（2）内容层面：学生能够通过篇章学习，了解基本的经济原理以及经济萧条对人们生活的影响。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，能够使用文章内的搭配描述经济相关事件。（2）阅读能力：学生能够分析文章的中心思想，分析文章中的因果关系，识别文章内出现的定义。（3）写作能力：学生能够准确进行因果关系论述，论点论据清晰，逻辑性强；能够准确地针对文章内容进行转述。（4）应用能力：学生能够采访他人对经济和个人生活的态度和看法，并进行口头汇报。（5）思辨能力：学生能够简单分析经济泡沫出现的原因，讨论主人公在经济萧条时期的生活困境。3.思政育人目标学生能够分析经济情况及影响经济发展的原因，了解经济发展对人民生活的影响，思考大学生应该如何应对竞争激烈的就业市场。（二）教学基本内容ATextBStoriesofChina1.词汇（1）重点词汇：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.技能阅读技能：能分析文章中的因果关系结构，掌握文章逻辑。掌握文本中下定义的方法，能找到文本中的定义，解（cause-and-effectStoriesofChina3.任务Givingareporton“Theeconomyandme”.（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OeieAcvinMtlrnAsset（Summaryoutcome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AI上的学情分While-classPre-assessment(10mins.):1.Ssdothe“fillinwordswithgiveninitials”(5mins.)Tchooses10keywordsfromthenewwordlistinA.Dividetheclassintogroupsof3students.Tshowsthewordinitialsofthe10chosenwordsandtheirbriefexplanationsontheTaskseachgrouptomakethewordscomplete.Whenfinishingthewordexercise,thegroupshouts“Bingo”.师评教师观察学生活动表Thefastestgroupwiththefewesterrorswins.Trevealstheanswersandexplainsthewords.2.Sscompleteanonlinereadingcomprehensiontest(5mins.)TissuesreadingcomprehensionquestionsthroughtheOnlineInteractiveCoursewareonUcampusAI,studentsrespondinreal-timeonline.*Tcaneithercreatepersonalizedquestionsorselectreadingcomprehensionquestionsfromthetextbook.教师根据在线答题的解重难点进行有针对性的讲解。Activation(5mins.):ActivateSs’viewsontheeconomy,stimulatingtheirinterestinlearningandparticipation.Ssdiscussthefollowingquestionsabouttheeconomy(5mins.)Isthemoneyyouspendeverymonthgivenbyyourparents?Howdoyouplanyourbudgeteverymonth?Haveyouoryourfriendseverexperiencedanyfinancialdifficultyinlife?Howdidyouoryourfriendsfeel?Doyouthinktheimpactoftheeconomiccrisisisdistantfromstudents?Doyouhaveafinancialplanforeconomicdownturns?* ThequestionsmayTcanalsoissuethequestionsthroughtheOnlineInteractiveCoursewareanddisplaythe师评wholeclass’sanswersonthescreenwhenfinished.Multi-learning1(20mins.):1.Tgivesalecture.(10mins.)同伴互评&师评SswillbeabletoidentifythemainideaandanalyzethestructureofTextA.Ssbeabletograsptheorganizationofacause-and-effectessay.Tintroducesacause-and-effectessayintermsofitsorganization,takingParagraphs7-11asanexampletoshowhowthecause-and-effectstructureisemployedtoorganizeatext.2.Ssreadthetextanddothe“graphicorganizer”readingactivity.(5mins.)通过学生绘制的文本课文结构的掌握情况。SsreadthroughAandfindwhateffectstheeconomiccrisisbroughtaboutonlife.SsdrawgraphstoillustratethecauseandeffectinA.3.Sspresenttheirgraphsinclass.(5mins.)SsposttheirgraphsontheOnlineInteractiveCoursewareandmakeabriefintroduction.Tandotherstudentsevaluatethepostedgraphs.Multi-learning2(10mins.)Ssdothewritingactivity.(10mins.)师评Sspracticecause-and-effectwriting.Dividetheclassintogroupsof3studentstopracticecause-and-effectwritingastaughtinthepreviousactivity.Tgivessentencestarters(cause)orSsbrainstorm于学生掌握因果论述作sentencestarters(cause).Ssdecideononesentencestarter(cause).Withineachgroup,studentswriteasmanyeffectsentencesaspossible.Thesentencesshouldbelogicalandreasonable.GroupsorganizetheiranswersandpostthewritingsontheOnlineInteractiveCourseware.Ssvoteforthebestwriting.处，教师可针对性讲解。Multi-learning3(25mins.):Ssdothe“nails-taking-off”readingactivity.(25mins.)师评Sswillbeabletograspthekeywords,phrases,andsentencestructuresofTextA.Tscreensoutthecrucial“nails”anddesignquestionstoaddressthem.The“nails”couldbethekeywords,phrasesorsentencesinthetext.Forexample,Tmayaskstudents“Whatdoeseconomicslumpmeaninpara.1?”“Nails”couldalsoberelevantbackgroundinformationinthetext.Forexample,Tmayaskstudents“Whatistenantevictioninpara.2?”Tasksquestionsaboutthe“nails”.toinvolveasmanystudentsaspossibleandpromotetheirthinkingabilities.通过“拔钉子阅读法查学生对课文重难点和学生回答不足之处及时补充或纠正。Multi-learning4(15mins.):Ssdotheinterviewactivity(15mins.)同伴互评&师评Sswillbeabletoconductaninterviewandsummarizethefindings.Dividetheclassintogroupsof3students.Ineachgroup,onestudentplaysSueinA,onestudentisaninterviewerandonestudentisarecorder.TheinterviewerasksSuequestionsaboutherlife.Therecordermakesnotesofanswersandorganizesthem.Performtheinterviewinclass.Thentherecordertells活动总结。Summary(5mins.)Self-evaluationSscompletethe“lastsentence”summary.(5mins.)Studentsanswerthefollowingthreequestionstosummarizewhattheyhavelearnedintheclass.WhathaveIlearned?WhyshouldIlearnit?Inwhataspectwillitbeuseful?*Tcanalsouse“wordcloud”ontheOnlineInteractiveCoursewareanddisplaySs’summariesonthescreenwhenfinished.自评学生总结本课收获。Post-classSsconsolidatetheirunderstandingofthetextandkeyvocabulary.Sspreviewfornextclass.SscompletetheexercisesonUcampusAI.UcampusAI机评SectionALanguagefocus、StructuredanalysisSectionB:Readingskills,Languagefocus,CollocationSectionC:TranslationUcampusAI线上学习及AI上的学情分下授课内容。Section2(2classhours)教学阶段教学目标教学活动教学评价While-classSsdothe“wordguessing”game.(5mins.)Pre-assessment&activation(5mins.):Sswillbeabletograspthekeywords.TshowsthekeywordsinTextBonthescreen.Dividetheclassintotwogroups.Onegroupfacesthescreenandisresponsibleforexplainingwords.Theothergroupturnstheirbacktothescreenandguessesthewords.Thegameisplayedsynchronouslyintheclass.Ttimesthegame.Afterthegame,Ssreportwhichwordsaredifficult.师评Multi-learning1(10mins.):1.Tgivesalecture.(5mins.)Tintroducesonereadingskill:recognizingdefinitionsinatext.Sswillbeabletograspthereadingskillofrecognizingdefinitionsinatext.2.Ssdothe“read-pair–share”activityandcompletethetwotasks.(5mins.)Task1:SsfindallthedefinitionsinTextB.Task2:Compareanswerswithapartnerandcheckforanyomissions.师评教师点评学生的讨论结Multi-learning2(20mins.):1.Tgivesalecture.(10mins.)Texplainshowtoparaphrase.同伴互评&师评教师点评学生写Sswillbeabletoparaphrase.2.Ssdothewritingactivity.(10mins.)Sschoose2definitionsfromthepreviousactivityandparaphrasethem.SscansubmittheirparaphrasesthroughtheOnlineInteractiveCourseware.Tdisplaysthewholeclass’sparaphrasesonthescreenandevaluatessomeanswers.Sscanalsoevaluatethedisplayedanswers.作，纠正错误，进行示范。同伴互评写作，指出他人不足，反省自身问题。相互借鉴，相互学习。Multi-learning3(10mins.):Sswillbeabletoexplainthetextintheirownwords.Ssdothe“multi-role”presentation.(10mins.)Dividetheclassintogroupsof3students.Onestudentisaspeaker,responsiblefordescribingeconomicbubbles,explainingtheirreasons,andansweringquestions.Onestudentisaquestionraiser,askingquestionsaboutthespeech.Onestudentisasummarizer,summarizingthekeypointsofthepresentation.Thesummarizerbrieflyreportsthepresentationinclass.师评教师通过活动观察学生对课文的理解以及其提炼课文关键信息的能力，点评学生展示表现。Multi-learning4(15mins.):Sswillbeabletorealizetheimportanceofcollocatesinatextandlearntousethem.Tgivesamini-lecture.(3mins.)Texplainstheimportanceofcollocatesinatext.Ssdothe“matching-upvocabularylearning”activity.(7mins.)Tchooses12collocatesfromTextAandTextB.Tprints12sentencescontainingthecollocatesandcutsoutthecollocates.3.Dividetheclassintogroupsof3students.4.Eachgroupfillsinthesentencewiththecorrectcollocates.师评通过观察学生完成任务的情况，教师可评价学生对短语搭配的理解，对薄弱环节加强指导和详细讲解。5.Thefastestgroupwiththemostcorrectanswerswins.3.WithT’shelp,SsidentifyallcollocatesinTextAandTextB.(5mins.)Ssdotheinterviewactivity.(10mins.)师评:Multi-learning5(10mins.):Sswillbeabletogiveareport.Dividetheclassintogroupsof3students.Eachmembergetspreparedtointerview3-4seniorstudents,whohavetastedthehardshipofhuntingforajob,on“TheEconomyandMe”.Studentsdotheinterview.Summarizethestrategiesorsuggestionscollectedfromtheinterviewandprepareapresentation.Onestudentfromthegrouppresentsthefindingstotheclass.教师通过活动观察学生的综合实践表现，有针对性地做出点评，并提出建议，帮助学生理解他们的优势和改进的空间。师评Multi-learning6(15mins.):SswillbeabletotranslateStoriesofChina.1.Tgivesamini-lecture.(10mins.)TsummarizesSs’performanceonUcampusAI.TintroducestechniquesconcerningparagraphtranslationonthetopicofChina’seconomicdevelopment,includingkeysentencestructure,topic-relatedvocabulary,etc.2.SsdiscusswithapartnerthedevelopmentoftheeconomicdevelopmentofChina.(5mins.)通过评价学生的课前翻译作业，教师可以诊断学生在翻译技能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点评学生讨论过程中的语言难点，给予针对性指导。Summary(5mins.):Sswillbeabletobetterunderstandthetopicofthisunit.Sscompletethesummary.(5mins.)Sswritedownthreethingstheyhavelearnedabouttheeconomy.Talkwithapa