新视野大学英语（第四版）读写教程1（思政智慧版） 教案B1U4 Unit 4 Social media matters；B1U5 Unit 5 Friendship across border and gender

《新视野大学英语（第四版）读写教程1》教案Unit4Socialmediamatters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词汇。（2）内容层面：学生能够理解社交媒体对社会和个人生活的影响及社交媒体使用中可能出现的问题。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。（2）阅读能力：学生能够理解分析有关社交媒体的讨论和案例研究，提取关键信息。（3）写作能力：学生能够就社交媒体的利弊进行讨论，表达清晰，逻辑性强，并使用准确、丰富的标记词汇。（4）应用能力：学生能够制作一个可上传社交媒体的短视频，介绍和传播中国文化。学生需要撰写脚本并完成短视频制作。（5）思辨能力：学生能够反思自己使用社交媒体的情况，并能分析判断社交媒体的影响，认识其正面和负面影响。3.思政育人目标（二）教学基本内容TextATextBTextC1.词汇（1）重点词汇：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）主题相关词汇：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写作技能：介绍通过罗列事实的方式展开段落的写作技巧。指导学生根据提纲，用罗列事实展开段落的方式完成3.任务MakingashortvideoaboutChinatoshareonsocialmedia（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（Ojte，O、迅速激活（Atain，A、多元学习（Ml-aig，M、有效测评（Asset，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“hotpotato”activity.(5mins.)Dividestudentsinto2-3biggroups,8-10Ssineachgroup.Eachgroupisgivenaballorapuppet,Ssstandinacircle.Whenthemusicisplaying,Sspasstheballonebyone,untilthemusicstops,theSwiththeballinhandgivesTheteacherdisplaysthevocabularyonscreen,Ssgivetheexplanation.师评教师观察学生活动表现，了解词汇难5)Thegamecangoonforseveralrounds.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。Activation(5mins.):ActivateSs’recognitionoftopicvocabularyandattitudesontheeffectofsocialmedia.Ssdothedictation.(5mins.)Tpreparessentencesaboutattitudesontheeffectofsocialmedia.Ssdothedictationandexpressopinionsonthestatement.*TcanalsoissuethepracticethroughtheOnlineInteractiveCoursewareanddisplaythewholeclass'sanswersonthescreenwhenfinished.师评Multi-learning1(10mins.):SswillbeabletoidentifythemainideaandstructureofTextA.Ssdothe“read-pair–share”activityandcompletethetwotasks.(10mins.)1.TasksSstomakeasummaryofthetext.师评况，结合学生回答问题情况，进行整体总2.TasksSstodividethetextintodifferentpartstolearnitsdevelopment.结和评价。Multi-learning2(20mins.):SswillbeabletorecognizethewritingfeatureofTextA.1.Tgivesalecture.(10mins.)Tintroduceswritingstylesofnarrative,descriptive,expository,andargumentative师评教师抽查学生对语言风格特点的识别。2.Sreadthetexts.(10mins.)SreadthroughA.TcheckifScanrecognizethestyleofwritingofthistext.Multi-learning3(20mins.):Ssdothe“groupdiscussion”activity.(20mins.)同伴互评&师评Studentswillbeabletoexpresstheiropinionsontheeffectsofsocialmediaandofferadvicetoaddresstheproblemofsocialmediaaddiction.Dividetheclassintogroups,4-5ineachgroup.Ineachgroup,setoneleadertotakenotesandonetokeepthetime.Eachoneinthegroupexpresstheiropinionsontheeffectsofsocialmediaandgiveadvicetoaddresstheproblemofsocialmediaaddiction.Theleaderofeachgroupmakesagroupreport.(T&S)Summarizethetopic-relatedvocabularyandsentencepatterns.生生互评，教师对于Multi-learning4(20mins.):Ssdothe“groupdiscussion”activity.(20mins.)同伴互评&师评SswillbeabletocompareandcontrastthewritingstyleandtheopinionsinTextAandTextB.Studentsstayinthesamegroup.Ineachgroupchangetheleaderandtimekeeper.Eachonemakesaone-minutetalktoexpresshis/her生生互评，教师对于analysisofauthor’sideainbothtexts.Groupleadermakesalistoftheopinionsofthegroup.Exchangethenoteswithothergroupsonce.Eachgroupmakesa*TcanalsoissuethequestionsthroughtheOnlineInteractiveCoursewareanddisplaytheopinionsofeachgrouponthescreenwhenfinished.Summary(5mins.)Self-evaluationSscompletethesummary.(5mins.)Sswritethreepointsonthetopic“theeffectofsocialmedia”.*Tcanalsouse“wordcloud”ontheOnlineInteractiveCoursewareanddisplaySssummariesonthescreenwhenfinished.自评Post-classSsConsolidatetheirunderstandingofthetextandkeyvocabularies.Sspreviewfornextclass.SscompletetheexercisesonUcampusAI.UcampusAI机评SectionA:Languagefocus,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-classSsdothe“wordchain”activity.(5mins.)Pre-assessment&activation(5mins.):Sswillbeabletograspthekeyvocabularies.Ssstandinacircle.Tstartswithatopic-relatedword,theSskeeptellingtherelatedwords.IfoneSfailstogoon,he/shecanchangetoanothercategoryofwords.ThenthenextSfollowsthesuit.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。Ssdothe“roleplay”activity.(20mins.)Multi-learning1(20mins.):Sswillbeabletoevaluatecontroversialargumentonsocialmedia.Dividetheclassintorolegroups,roleslikekid,parents,teacher,executivesofsocialmediacompany,etc.Therolegroupshaveadiscussionontheiropinionfor5mins.RegrouptheSsintoplaygroups,ensuringeachgrouphasalltheroles.Intheplaygroup,assignoneasdirectorandonetokeepthetime.Thedirectorsofeachgrouppresentgroupsummaryinclass.同伴互评&师评教师观察学生的表达情况，并对学生的讨论进行总结和评价。Multi-learning2(20mins.):Tgivesamini-lectureonwritinginstruction.(5mins.)师评Tinstructsthewritingthemeandstructure,explainstherequirements.教师通过活动，观察学生对主Sswillbeabletowriteapassageoflisting.Ssdothewritingworkshop(15mins.)Brainstorming—writedownthetheme-relatedvocabulary,ideasorquestions.Sscategorizetheideasintotopic,detail,comments.Sswritetheframeworkofthepassage.Sswriteasmuchaspossibletoconstructapassage.题词汇掌握情况以及文章架构能力等。Multi-learning3(10mins.):Sswillbeabletorecognizethecollocationsinthisunit.Ssdothe“matchingword”activity.(10mins.)DivideSsintogroups,4-5inonegroup.Tpreparesmaterialsforeachgroup,splitallthecollocationsintoslipsofwords.Ssmatchthecollocationsontheanswersheet.Sssharetheanswersheetinclass.*Tcanalsouse“wordcloud”ontheOnlineInteractiveCoursewareanddisplaySs’answersheetsonthescreenwhenfinished.同伴互评&师评通过让学生互相评价在小组活动中的表现实现同伴互评。教师对整体活动进行总Multi-learning4(10mins.):Sswillbeabletotranslatesentencesconcerningpositiveeffectofsocialmedia.Tgivesalecture.(10mins.)TsummarizesSs’performanceonUcampusAI.Tintroducestechniquesconcerningparagraph—translatenoun-phrasesintoverbphrases.师评通过评价学生的课前翻译作Multi-learning5(20mins.):Ssworkoutthescript.(20mins.)WiththehelpofT,SsdevelopascriptforashortvideoaboutChina.师评Sswillbeabletowriteascriptforthevideo.Ssworkingroups,4-5ineachgroup.Ssdiscussonthetopic,content,characters,storyboardscript,cameramethod,etc.Sswritethescriptasmuchaspossible.教师综合评估学生是否理解Summary(5mins.):Sscompletethesummary.(5mins.)同伴互评&师评Sswillbeabletobetterunderstandthetopicofthisunit.Studentstakenotesforwhattheyhavelearntintheclass,including:3thingsIlearnedtoday2thingsIfeelimportant1questionPost-classSswillbeabletodevelopapassagewithtopicsentenceandstatisticfacts.SslearnaboutthetextsandcompletethefollowingexercisesonUcampusAI.SectionA:StructuredwritingUnitreviewUcampusAI机评&同伴互评&师评UcampusAI学生的自评、互评情况，并进一步给出教师评价。Self-assessment：Ssdothe“checkandreview”activity.Ican…understandthewordsandphrasesofthisunitanalyzeandinterprettextstounderstanddifferentperspectivesonsocialmedia.学生自评通过反思和回顾单元内容以Sswillbeabletoreflectonandreviewwhat及自己的掌握情况，对本单元的学习进行总结和复盘。theyhavelearnedinthisunit.explaintheadvantagesanddisadvantagesofsocialmedia.structureaparagraphoflistingwithclearsignalwords.createashortvideoscriptthathighlightstheculturalsignificanceofsocialmediainChina.《新视野大学英语（第四版）读写教程1》教案Unit5Friendshipacrossborderandgender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词汇。（2）内容层面：学生能够通过篇章学习，深入思考友谊的价值，理解跨国别友谊和跨性别友谊的难能可贵，能够接纳不同交友偏好背后的原因。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。（2）阅读能力：学生能够通过引导性问题总结段落大意，能够确切指出主旨句的位置，也能够在主旨句隐含的情况下总结归纳出段落大意。（3）写作能力：学生能够进行因果关系段落写作。（4）应用能力：学生能够就不同的交友偏好进行有理有据的辩论。（5）思辨能力：学生能够辩证地分析跨国别友谊和跨性别友谊的独特之处及其面临的挑战。3.思政育人目标学生能够运用主题相关词汇介绍更多的跨国别友谊的案例，理解文化差异的存在和跨文化交流的可能性，培养跨文化交际的能力，以期在讲好中国故事，提升国际传播效能方面做出自己的贡献。（二）教学基本内容ABTextC1.词汇（1）重点词汇：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）主题相关词汇：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.技能阅读技能：通过学习让学生了解不同文体的写作手法，锻炼学生总结段落大意的能力。通过梳理篇章结构，让学TextATextBTextATextBTextATextB（AparagraphofcauseandeffectTextA57Effect翻译技能：完成“中国外交政策”相关的翻译练习，并讲解相关的中译英技巧，包括相关主题词汇翻译、翻译中3.任务Conductingadebateonhavingalargecircleoffriendsvs.asmallcircleoffriends（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（Ojte，O、迅速激活（Atain，A、多元学习（Ml-aig，M、有效测评（Asset，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-class1.SswillbeabletounderstandandapplythevocabularyofthisSslearnaboutthetextsandcompletetheexercisesononUcampusAI.UcampusAI机评unit.2.SswillbeabletounderstandtheA/BandStoriesofChina)UnitpreviewSectionA/SectionB：Readingthetext,Readingcomprehension,LanguagefocusStoriesofChina:ReadingUcampusAI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“word-guessing”activity.(5mins.)Dividestudentsintogroups,4-5ineachgroupOnestudentineachgroupstandsupTheteachergivesthemeaningofonewordinthisunit,studentsgivetheWhenonestudentgivestherightanswer,sitdown.Anotherstudentinhis/hergroupstandsup.Ifonestudentfailedtogivetherightanswer,keptstanding.Anotherstudentinthegroupstandsupforthenextround.Whenallthestudentsinonegroupsitdown,thatgroupwins.*Ifthisisalarge-sizeclass,Tcanchooseafewstudentstoformtwogroupsandperformtheactivityinfrontoftheclass.2.Sscompleteanonlinereadingcomprehensiontest.(5mins.)师评教师观察学生活动表现，了解词汇难教师根据在线答题的即时数据分析，对篇TissuesreadingcomprehensionquestionsthroughtheOnlineInteractiveCoursewareonUcampusAI,Ssrespondinrealtimeonline.*Tcaneithercreatepersonalizedquestionsorselectreadingcomprehensionquestionsfromthetextbook.章理解重难点进行有针对性的讲解。Activation(5mins.):ActivateSs’viewsonfriendship,stimulatingtheirinterestinlearningandparticipation.Ssdiscussthefollowingquestionsaboutfriendship.(5mins.)AsaChinesephilosophersaid,“Friendshipwithamanisfriendshipwithhisvirtue.”,doyouagree?Whyorwhynot?Howimportantarefriendstoyou?Whatdoyouvaluemostinfriendship?Doyouthinkitiseasyorhardtomakefriendswithpeoplefromothercountries?Why?*Thequestionsmayvary.TcanalsoissuethequestionsthroughtheOnlineInteractiveCoursewareanddisplaythewholeclass'sanswersonthescreenwhenfinished.师评Multi-learning1(10mins.):SswillbeabletoidentifythemainideaandstructureofTextA.Ssdothe“read-pair–share”activityandcompletethetwotasks.(10mins.)1.TasksSstomakeasummaryofthetext.师评况，结合学生回答问2.TasksSstodividethetextintodifferentpartstolearnitsDevelopment.题情况，进行整体总结和评价。Multi-learning2(20mins.):1.Tgivesalecture.(15mins.)师评SswillbeabletorecognizethewritingfeatureofTextA.Tintroducesthewritingmethodofcomposingaparagraphofcauseandeffect.教师抽查学生对因果别。2.Sreadthetexts.(5mins.)SreadthroughAinthisunit.TcheckifSscanrecognizethemethodofwritingofA。Multi-learning3(20mins.):Ssdothe“groupdiscussion”activity.(20mins.)同伴互评&师评Sswillbeabletodescribetheadvantagesofmakingfriendsfromdifferentculturesbyusingthethematicvocabularieslearned.Dividetheclassintogroups,4-5ineachgroup.Ineachgroup,setoneleadertotakenotesandonetokeepthetime.Eachonetalkshis/heropinionsinoneminute.Theleaderofeachgroupmakesagroupreport.(T&S)Summarizethetopic-relatedvocabulary.生生互评，教师对于Multi-learning4(20mins.):Ssdothe“groupdiscussion”activity.(20mins.)同伴互评&师评Sswillbeabletoevaluatetheauthor’sopiniononthecontributionthattheCrookshavemadetoChina’sforeignlanguageeducation.Studentsstayinthesamegroup.Ineachgroupchangetheleaderandtimekeeper.Eachonemakesaone-minutetalktoshowopinion.Groupleadermakesalistoftheopinionsofthegroup.生生互评，教师对于Exchangethenoteswithothergroupsonce.Eachgroupmakesasummary.*TcanalsoissuethequestionsthroughtheOnlineInteractiveCoursewareanddisplaytheopinionsofeachgrouponthescreenwhenfinished.Summary(5mins.)Self-evaluationSscompletethe“3-2-1”summary.(5mins.)Studentstakenotesforwhattheyhavelearntintheclass,including:3thingsIlearnedtoday2thingsIfeelimportant1question*Tcanalsouse“wordcloud”ontheOnlineInteractiveCoursewareanddisplaySs’summariesonthescreenwhenfinished.自评Post-classSsconsolidatetheirunderstandingofthetextandkeyvocabularies.Sspreviewfornextclass.SscompletetheexercisesonUcampusAI.UcampusAI机评SectionA:Languagefocus,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.):Sswillbeabletograspthekeyvocabularies.Ssdothe“onionring”activity.(5mins.)HaveSsstandintworings,oneinsideanother/orstandintwolines,facetoface.Onewordwillappearonthescreen,Sononering/lineexplainsthewordtohis/herpartner.Ssononering/linemakeonestepaside,facinganewpartner.Ssonthering/linechangerolestoexplainthewordonscreen.Afterseveralrounds,allSsbacktoseat.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(10mins.):Sswillbeabletorecognizethewayoffindingthemainideaofaparagraph.Tgivesamini-lecture.(3mins.)Tintroducesthewayoffindingthemainideaofaparagraph.Ssdothe“read-pair–share”activityandcompletethetwotasks(7mins.)Task1:SsreadTextBandtrytofindthemainideaofaparagraphbythehelpofguidingquestions.Task2:Ssanalyzeandsummarizethewayandfunctionoffindingthemainideaofaparagraph.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，并对学生的讨论进行总结和评价。Multi-learning2(20mins.):SswillbeabletomakeSsdothe“Listallthepossibledifferences”activity.(20mins.)Dividetheclassintogroups,4-5Ssineachgroup.Tappointseachgroupthesametask.同伴互评&师评主题发言活动后，通过让学生给各个团队打分，实现同伴互评。acomparisonandcontrastbetweenmakingfriendswithmalesandfemalesafterreadingTextB.Eachgroupchoosealeaderandatimekeeper.Eachgrouphavea5-mindiscussionandprepareforallthepossibledifferencesbetweenmakingfriendswithmalesandfemales.Thegroupleadersmakeareport.Afteronegivesthereport,Ssinothergroupsraisequestions.Thereportinggroupgivetheanswer.Ssvotetochoosethebestgroup.教师观察学生的汇报情况，并对学生的发言进行总结和评价。Multi-learning3(10mins.):Sswillbeabletoapplythetopic-relatedvocabulary.Ssdothe“vocabularyrace”activity.(10mins.)Ssstayinthesamegroupasinthelastactivity.WhentheTsaysoneitemoftopic-relatedvocabulary,Ssineachgrouptaketurnstomakeasentencewiththewordorexpression.IfoneSfailstogoon,othergroupmemberscanhelp.Afterseveralrounds,TandSssummarizethevocabulary.师评教师通过活动观察学生词汇掌握情况，并对重点词汇进行归类总结。Multi-learning4(20mins.):Sswillbeabletoconductadebateonhavingalargecircleoffriendsvs.asmallcircleoffriends.Ssdothe“groupdiscussionandconductadebate”activity.(20mins.)RegrouptheSs,4-5Ssineachgroup.Sshavegroupdiscussionanddoresearchandcollectsupportingmaterialsforadebate.Eachgroupmakealistofatleastfourreasonstosupporttheirviewpoint.Eachgroupappointfourdebaterstotakepartinaclassdebate.Ssleavemarksontheirfavoritedebategroup.TandSssummarizethecontentandmethodofdebate.同伴互评&师评通过让学生为他们最喜欢的辩论队打分，实现同伴互评教师通