新视野大学英语（第四版）读写教程2（思政智慧版） 教案 Unit 2 Exploring college majors

《新视野大学英语（第四版）读写教程2》教案Unit2Exploringcollegemajors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.能力目标（1）词汇应用能力：学生能够掌握并运用文章重点词汇和短语描述与专业选择相关的内容。（2）阅读能力：学生能够细致剖析文章，提炼段落核心观点，定位用以支撑这些观点的关键性细节。（3）写作能力：学生能够写一篇条理清晰的记叙文，能充分表达自身观点和情感。（4）应用能力：学生能够采访他人关于专业选择的观点，完成相应的调查报告，进行口头汇报。（5）思辨能力：学生能够深入剖析专业选择决策背后潜藏的多元因素，形成关于专业选择的理性认知。3.思政育人目标本单元的学习能够帮助学生了解影响专业选择的个人因素和社会因素，引导学生积极且辩证地思考专业选择，做出契合自身发展和社会需求的抉择，增强自主决策能力和责任意识。（二）教学基本内容A方向。TextB则深入探讨了文科专业所蕴含的独特价值，启发学生重新审视专业选择的多元意义。StoriesofChina1.词汇（1）重点词汇：plot,passionate,version,currently,obsess,magnificence,massive,gaze,awe,placement,hesitate,semester,calculate,browse,option,graphic,sentiment,resort,prolong,provoke,reputable,boost,prospect,defect,succession,dominant,compelling,speculate,likewise,elegant,spectacular,insight,undertake,liable,reservoir（2）搭配：TextA:bepassionateabout,beobsessedwith/by,inawe,notuptopar,letsb.down,turnout,pickone’sbrains,throwsth.out,majorinTextB:standupfor,speculateabout/on,capturesb.’simagination,intheformof,abodyofsth.,invest...withsth.,ina...manner,infavorof...,preparesb.for,inthecompanyof2.技能阅读技能：本单元的阅读技巧旨在帮助学生精准提炼文中各段落的核心观点，并借助关键细节对这些观点予以有心感受。3.任务WriteasurveyreportonChinesestudents’choiceofmajors.（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UAI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（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.SswillbeabletounderstandtheAandB)SslearnaboutthetextsandcompletetheexercisesonUcampusAI.UnitpreviewSectionA/SectionB：Readingthetext,Readingcomprehension,LanguagefocusUcampusAI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(15mins.):Ssdothe“wordguessing”activity.(15mins.)TshowsthekeyvocabularyandphrasesofTextAonthescreen.Dividetheclassintotwogroups.Onegroupfacesthescreenandisresponsibleforexplainingwords.Theothergroupturnstheirbacktothescreenandguessesthewords.Thegameisplayedsynchronouslyinclass.Twogroupstaketurnstoexplainandguesswords.Ttimesthegame.Afterthegame,Ssreportthedifficultwordsandphrases.师评通过学生总结汇报，教师了解学生对文内词汇和短语的掌握情况，有针对性地进行讲解。6.Texplainsthedifficultwordsandphrases.Activation(5mins.):ActivateSs’viewsonchoosingamajor,stimulatingtheirinterestinlearningandparticipation.Ssdiscussthefollowingquestionsaboutchoosingamajor.(5mins.)Fromyourpersonalexperience,whatisthemostchallengingpartinchoosingtherightmajor?Ifyouwereaskedforadviceaboutchoosingamajor,whatwouldyousay?Inyouropinion,whatshouldcollegestudentsdotoreflecttheirvaluetosociety?* ThequestionsmayTcanalsoissuethequestionsthroughtheOnlineInteractiveCoursewareanddisplaythewholeclass’sanswersonthescreenwhenfinished.师评Multi-learning1(25mins.):SswillbeabletounderstandA,asktext-relatedquestions,andanswerthem.Ssdothe“Ishare,youask,he/sheanswers”readingactivity.(25mins.)Tgivesassignments,whichaskSstointroducethetext-relatedcontent,suchasbackgroundknowledge(e.g.spellingbee),atextsummary,ortherelevantextendedinformation(e.g.theeducationsysteminothercountries).Tdividestheclassintogroupsof4students.Ssneedtoworkindividuallytocompletethedifferentassignments.Sspresenttheirpreparedcontentineachgroup.Thefourmembersofeachgrouptaketurnstobethepresenter,the同伴互评&师评了解学生对课文的理解和掌握情况，评价小组活动表现。生生互评，评价同伴对分享内容的掌握情况和问答环节中的表现。questioner,theanswererandthetimekeeper.Thepresentermayusepicturesormindmapstopresenttheirideasin3minutes.Thetimekeeperkeepstime.Afterthe3-minuteshare,thequestionerasksonequestionaboutthepresentation,andtheanswererneedstoanswerthequestion.ThepresenterprovidesfeedbackontheQ&Apart.Iftimeallows,eachgroupchoosesonepresentertomakeapresentationinclass.Tevaluatesthegroupsharingandtheclasspresentations.Multi-learning2(15minutes):Sswillbeabletounderstandhowtowriteanarrativeessay.Tgivesalecture.(7mins.)Texplainshowtowriteanarrativeessay,includingthedefinitionofanarrativeandthefourstepsonemaygothroughtowriteanarrative.Ssanalyzeasample(8mins.)Ssreadonesampleessayentitled“Myfirstdayofcollege”.SsanalyzesthestructureofthenarrativeSsworkinpairstosharetheiranalysis.TevaluatesSs’analysisofthesample同伴互评&师评学生分析文章，有助于理解文章结构，掌对于学生理解有误之处，教师可针对性讲解。Multi-learning3(25minutes):Ssdothewritingactivity.(25mins.)同伴互评&师评开展写作实践活动，Sswillbeabletowriteanarrativeessay.Tdividestheclassintogroupsof4students.Tprovidestopicsforwriting,suchas“Anunforgettableexperience”or“Thehappiestdayofmylife”.Tgivescoloredpenstostudents,asksstudentstochooseatopic,andmakesastorybook.Ineachgroup,Ssdiscusstheoutlineanddetailsofthestorybook.Ssmayaddsimpleillustrationsifpossible.ThenSsdividetheworkandcollaboratetomakeastorybook.Eachgroupdemonstratesthestorybooksinclass.Tandothergroupsaskquestionsandevaluatethestorybooks.Sschoosetheirfavoritestorybook.能助力学生研习文章写作技巧，提升写作水平。在评价学生作品的过程中，教师得以洞察学生对写作方法的掌握程度，进而有的放生生互评，可以了解他人的写作思路，学习他人作品的优点，反思自身写作不足之处。Summary(5mins.):Self-evaluationSssubmitthe“summarytickets”.(5mins.)1.Tpreparesthe“summarytickets”tohelpstudentssummarizewhattheyhavelearnedinclass.Studentsneedtoanswertwoquestionsonthetickets.1)WhathaveIlearned?2)Inwhataspectwillitbeuseful?3.Attheendoftheclass,TasksSstofillinandthensubmitthetickets.*Tcanalsouse“wordcloud”ontheOnlineInteractiveCoursewareanddisplaySs’summariesonthescreenwhenfinished.自评Post-classSsconsolidatetheirunderstandingofthetextandkeyvocabularyandphrases.Sspreviewfornextclass.SscompletetheexercisesonUcampusAI.SectionA:Languagefocus,StructuredanalysisSectionB:Readingskills,LanguagefocusUcampusAI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。Section2(2classhours)教学阶段教学目标教学活动教学评价While-classPre-assessment&activation(15mins.):Sswillbeabletograspkeyvocabularyandphrases.Ssdothe“wordguessing”activity.(15mins.)TwritesthekeyvocabularyandphrasesofBonthescreen.Ssworkingroupsof4students.Studentgroupsvolunteertotakepartintheactivityinclass.studentsfacethescreenandareresponsibleforexplainingwords.Theothertwostudentsturntheirbacktothescreenandguessthewords.Ttimesthegame.Iftimeallows,trytoinvolveasmanygroupsaspossibleintheactivity.Afterthegame,Ssreportthedifficultwordsandphrases.Texplainsthedifficultwordsandphrases.师评能够了解他们对文章内词汇放矢，开展更具针对性的讲解。Multi-learning1(15mins.):Sswillbeabletograspthereadingskillofreadingformajordetailsinatext.SswillbeabletounderstandtheessaystructureandthemainideaofTextB.Tgivesalecture.(8mins.)Tintroducesonereadingskill:Readingformajordetails.Tmayuseparagraph3fromTextAasanexample.Ssdothe“read-pair–share”activity.(7mins.)SsworkinpairstoidentifythemainideasandrelevantmaindetailsofparagraphsinB.Thentheydrawamindmapaccordingtotheiranalysis.SsposttheirdrawingontheOnlineInteractiveCourseware.TandSsevaluatethepostedmindmaps.同伴互评&师评解学生对文章段落的主旨和主要支撑细节的掌握程度。学生通过思维导图互评活动得以探究他人的构图思路，相互学习，拓宽思维视野。Multi-learning2(25mins.):Sswillbeabletoexpresstheiropinionsonchoosingamajorthroughdebating.Ssdothedebatingactivity.(25mins.)Tasksanopen-endedquestionaboutchoosingamajor(e.g.Isthehumanitiesoutofdate?).TshowsthequestiononPPTandinvitesstudentstothinkaboutit.Sswillbedividedintotwogroupsaccordingtowhethertheyholdpositiveornegativeviewpointsaboutthequestion.Twogroupssitseparately.Taskseachstudenttolisttwoargumentsfororagainstthequestiononastickynote.Ssalsoneedtoproviderelevantdetailsfortheirarguments.师评教师鼓励学生从不同立场思考问题，培养批判性思维能力。教师点评学生的辩论表现，鼓励学生表达自身观点，指导学生应对辩论中的突发情况，增强应变能力。Twogroupspastetheirnotesonthewallsoftwosidesoftheclassroom.Ssreadallthenotesofboththepositiveandnegativesides.Twogroupsholdagroupdiscussiontoidentifythe5mostimportantreasonsfromtheirownside.Writethemonapieceofpaperanddecideonaspeakertomakea2-minutespeech.Aftertworepresentativespeakersgivethespeech,twogroupsofstudentscanholdadebateonthequestion.TevaluatesSs’performanceandprovidesfeedback.Multi-learning3(15mins.):Sswillbeabletopracticelisteningandspeakingskills.Ssdothe“dictationory”(dictation+story)activity.(15mins.)Tmakesupastorywithpara.2topara.4ofC.Treadspara.2threetimesandSswritedownwhattheyhearonapieceofTshowstheoriginaltextofpara.2andSscancomparetheirnotes.ThenSsworkwiththeirpartnerstopredictwhatwillhappen.Sssharetheirpredictionsinclass.Tcontinuesthedictation,prediction,andsharingofpara.3andpara.4inthesameIftimeallows,Tcouldapplythe“dictationory”activitytopara.5andpara.6.师评教师借助听写这一方式，把脉学生的语言掌握程度，从而为学生提供有的放矢的指导。听后预测能激发学生想象力，培养学生创造性思维。Multi-learning4(15mins.):SswriteasurveyreportonChinesestudents’choiceofmajors.(15mins.)1.Completethesurveyonpage53byinterviewingoneclassmate.Checkthestatementsthatyourintervieweeagreeswith.同伴互评Sswillbeabletowriteasurveyreport.ingroupsof4studentsandsharetheresultofyoursurveywithotherstoseewhatstatementsinthesurveygetmorechecks.Thenchoosethreethatgetthemostchecks.Basedonthegroupfindings,writeashortreportofabout5sentences.Inthereport,firstsummarizethesurveyandthengiveyouropinionsaboutthesurveyresult.Shareyourreportwithyourgroupmembers.Givefeedbackoneachother’sreportsintermsofcontentandlanguage.同伴可以紧扣关键要点进行点评，结合实际情况提出切实可行的建议。Summary(5mins.):Sswillbeabletorecallwhattheyhavelearnedinclass.Sssummarizewhattheyhavelearned.(5mins.)Dividetheclassintogroupsof4students.Ineachgroup,studentstaketurnstonameoneimpressiveaspectoftheclass(e.