《新視野大學英語（第四版）讀寫教程4》教案Unit1Urbandevelopment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，理解智慧城市的概念，能夠清晰闡述智慧城市建設對城市發展和居民生活的影響。2.能力目標（1）詞匯應用能力：學生能夠通過詞匯練習、閱讀理解和寫作活動，提高詞匯運用的準確性和靈活性。（2）閱讀能力：學生能夠通過快速閱讀和精讀，快速把握文章主旨大意，理解文章細節；能夠就文章觀點進行分析和評價，提出自己的見解。（3）寫作能力：學生能夠撰寫說明文，清晰、準確地介紹和解釋智慧城市，結構合理，邏輯清晰，語言準確。（4）應用能力：學生能夠將所學的語言知識和內容知識應用到實際情境中，描述智慧城市的日常生活。（5）思辨能力：學生能夠對智慧城市建設、城市化與去城市化等話題進行深入思考，分析利弊，提出合理觀點和建議。3.思政育人目標學生能夠關注國家發展，了解中國在智慧城市建設等領域的成就，增強民族自豪感和自信心。能夠認識到智慧城市建設對改善居民生活、推動可持續發展的重要意義，激發為社會發展貢獻力量的意識。（二）教學基本內容TextABTextC（1）重點詞匯：detrimental,escalate,evoke,hurdle,hypothesis,instantaneous,lavish,poised,streamline,tangible,bemodeledon,beprojectedto,equate...to,ontopof,rid...of,tothatend,withinamoment’snotice,withinone’sgrasp（2）主題相關詞匯：urbanization:modernize,benchmark,demographic,infrastructure...deurbanization:proximity,centralization,commute,viciouscircle...remarks:devastating,excess,prone,detrimental,outdated...2.技能skimmingscanning（piosy翻譯技能：完成“城鄉一體化”話題的段落翻譯，注意翻譯技巧的運用，如詞性轉換、增詞、減詞等，使譯文符3.任務Role-playing:livinginasmartcity（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）五個環節。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，通過有評價方式：主要采用形成性評價，依據教學目標對學生的課堂表現和任務成果進行同伴互評或師評，對于線上學習進行機評。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)SslearnaboutthetextsandcompletetheexercisesonUcampusAI.UnitpreviewSectionA/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.):Ssdothe“vocabularymatchinggame”activity.(10mins.)Dividestudentsintogroups,4-5ineachgroup.Shufflethecardsandlaythemfacedownonthetable.Sstaketurnsflippingovertwocardstofindamatchingwordanddefinition.Thefirstgroupfinishmatchingcardswin.*Tpreparesvocabularycards.*Ifthisisalarge-sizeclass,Tcanchooseafewstudentsto師評教師觀察學生活動表現，了解詞匯難點，可有針對性地進行講解。formtwogroupsandperformtheactivityinfrontoftheclass.Activation(5mins.):Sscompleteanonlinereadingcomprehensiontest.(5mins.)TissuesreadingcomprehensionquestionsthroughtheOnlineInteractiveCoursewareonUcampuseAI,Ssrespondinrealtimeonline.*Tcaneithercreatepersonalizedquestionsorselectreadingcomprehensionquestionsfromthetextbook.師評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。Multi-learning1(10mins.):SswillbeabletoidentifythemainideasandstructureofTextA.Ssdothe“read-pair–share”activityandcompletethetwotasks.(10mins.)TasksSstomakeasummaryofthetext.TasksSstodividethetextintodifferentpartstolearnitsdevelopment.TasksSstosummarizethecharacteristicsofasmart師評況，結合學生回答問題情況，進行整體總結和評價。Multi-learning2(20mins.):SswillbeabletorecognizethewritingfeaturesofTextA.Tgivesalecture.(15mins.)Tintroducesthewritingstructureofexpositoryessay.(introduction-body-conclusion)Sreadthetexts.(5mins.)SreadthroughA.TcheckifScanrecognizetheexpositorywritingfeathers師評教師抽查學生對語言風格特點的識別。ofthistext.Multi-learning3(20mins.):Ssdothe“groupwriting”activity.(20mins.)同伴互評&師評Sswillbeabletowriteaparagraphofexpositoryessay.Dividetheclassintogroups,4-5ineachgroup.Ineachgroup,assigntherolesofgroupleader,note-taker,speaker,etc.Tprovidesthewritingcriterion,includingcontent,structure,language,etc.Ssdiscussthewritingmaterialsandideas.Note-takerrecordstheideasandsuggestions.Groupmembersdividetaskstocompletethewritingassignment.Conductcollectiveeditingandproofreadingwithinthegroup.Performcross-editingandproofreadingwithothergroups.Eachgrouppresentstheirwritingoutputinclass.生生互評，教師對于Multi-learning4(20mins.):Ssdothe“groupdiscussion”activity.(20mins.)同伴互評&師評Sswillbeabletoevaluatetheauthor’sopinionsonthebenefitsandchallengesofsmartcity:Howdoessmartcitytechnologiesimprovethequalityoflifeforresidents?WhataresomepotentialSsstayinthesamegroup.Eachgroupisassignedoneofthetopics.Ineachgroupchangestheleaderandthetimekeeper.Eachonemakesaone-minutetalktoshowopinion.Groupleadersmakealistoftheopinionsofthegroup.Exchangethenoteswithothergroupsonce.Eachgroupmakesa小組互評，教師對于downsidesorchallengesoflivinginasmartcity?3.Howmightsmartcitieschangethewaywework,learn,andsocialize?*TcanalsoissuethequestionsthroughtheOnlineInteractiveCoursewareanddisplaytheopinionsofeachgrouponthescreenwhenfinished.Summary(5mins.)Self-evaluationSscompletethe“3-2-1”summary.(5mins.)Studentstakenotesforwhattheyhavelearntintheclass,including:3thingsIlearnedtoday2thingsIfeelimportant1question*Tcanalsouse"wordcloud"ontheOnlineInteractiveCoursewareanddisplaySs’summariesonthescreenwhenfinished.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-classActivation(5mins.):Ssdothe“back-to-board”activity.(5mins.)Sswillbeabletograspthekeyvocabulariesaboutsmartcity:Whatmakesacity“smart”?Howdoestechnologyimproveurbanlife?Tselects7-8Sstostandinthefrontwithbacktoboard.Tselectsanother4-5Ssactingasjudges.TdisplaysthetopiconboardandSsstandinginthefrontprovidetherelatedvocabulary.Ssstandinginthefrontmakeacompletesentencewiththevocabulariesforthetopic.Thejudgegroupensuresthesentencesaregrammaticallycorrectandmakesense.師評教師觀察學生在活動中的表Multi-learning1(10mins.):Tgivesamini-lecture.(3mins.)Trecallsthefeaturesofanexpositoryessay.同伴互評&師評討論活動是同學之間相互評估的過程，可以促進互助學SswillbeabletosummarizethemainideasandwritingfeaturesofTextB.Ssdothe“read-pair–share”activityandcompletethetwotasks.(7mins.)Task1:SsreadTextBandmakeasummary.Task2:Findthekeyframeworkoftheexpositoryessay.習，增加反饋多樣性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(20mins.):Ssdothe“groupdiscussion”activity(20mins.)同伴互評&師評·討論活動后，通過讓學生給Sswillbeabletoevaluatetheauthor’sDividetheclassintogroups,4-5Ssineachgroup.Eachgroupchoosesaleaderandatimekeeper.Tassignsquestionsforgroups.各個團隊打分，實現同伴互評。ideasinTextB:Whatmightdeurbanizationaffectcommunitystructuresandsocialinteractions?Whatindustriesarelikelytothriveordeclineinadeurbanizedenvironment?Whatmightsmartcitiesanddeurbanizationaffectculturaldiversityandheritage?Eachgrouphasa5-mindiscussion.Thegroupleadersmakeareport.Aftereachreport,Ssinothergroupsraisequestions.Thereportinggroupgivestheanswer.Ssvotetochoosethebestgroup.T&Ssmakeasummaryoftheimpactofdeurbanization.教師觀察學生的討論情況，并對學生的活動進行總結和評價。Multi-learning3(10mins.):SswillbeabletosummarizethemainideasofTextCandkeyvocabulariesofthetopic.Ssdothe“fastreading”activity.(10mins.)Ssstayinthesamegroupasinthelastactivity.SsreadTextCandmakeasummary.Sssummarizethekeyvocabulariesofthetopic.Tsummarizesthekeyvocabulariesandcollocationsofthetopic.師評教師通過活動觀察學生閱讀Multi-learning4Ssdothe“role-play”activity.(20mins.)同伴互評&師評通過讓學生為他們最喜歡的(20mins.):Sswillbeabletorole-playdifferentidentitiesinthelifeofasmartcity.RegrouptheSs,4-5Ssineachgroup.Eachgroupmemberchoosesafamilyrole.Sshavegroupdiscussionsaboutthelifeinasmartcity,consideringtherolesofeachfamilymemberandtheimpactofatleastthreetechnologicaladvancementsonfamilylife.Eachgrouppreparesaroleplay.Ssleavemarksontheirfavoriteplay.TandSssummarizethelifeinasmartcity.智慧城市生活投票，實現同伴互評。教師通過活動觀察學生的Tgivesalecture.(10mins.)師評Multi-learning5(15mins.):Sswillbeabletotranslatepassagesconcerningsmartcity.TsummarizesSs’performanceonUcampusAI.Tintroducestechniquesconcerningparagraphtranslationabouturban-ruralintegration,includingkeysentencestructure,topic-relatedvocabulary,etc.Tprovidesfurthertranslationexercisesontherelatedtopic.通過評價學生的課前翻譯作在翻譯過程中遇到的問題。Sscompletethe“vocabularychain”activity.(10mins.)Summary(10mins.):Sswillbeabletobetterunderstandthetopicofthisunit.Ssworkinpairstosummarizethetopic-relatedvocabulariesandwritethemdown.Exchangethenoteswithanotherpair.*Tcanalsouse“wordcloud”ontheOnlineInteractiveCoursewareanddisplaythevocabulariesonthescreenwhenfinished.同伴互評&師評Post-classSswillbeabletodevelopaSslearnaboutthetextsandcompletethefollowingexercisesonUcampusAI.1. SectionA:StructuredwritingUcampus