《新視野大學英語（第四版）讀寫教程2》教案Unit5Strivingforfinancialhealth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、搭配和句型結構;能夠掌握主題相關詞匯。2.能力目標（1）詞匯應用能力：學生能夠掌握并運用文章重點詞匯和短語描述與消費和儲蓄相關的內容。（2）閱讀能力：學生能夠比較精確得把握文本中語言的內涵與外延，挖掘作者潛藏于字里行間的真實意圖。（3）寫作能力：學生能夠寫一篇條理清晰的比較/對比型文章，展開論述，分析并表達觀點。（4）應用能力：學生能夠采訪他人關于消費習慣的觀點，完成相應的調查報告，進行口頭匯報。（5）思辨能力：學生能夠對消費和儲蓄習慣展開深入思考，培養其理性消費、合理儲蓄的意識與習慣。3.思政育人目標（二）教學基本內容TextA提出人們接受TextB講述作者大學時為得到“免費”物品申請信用卡，而過度消費陷入債務危機，身心俱疲。文章呼吁加強信用卡審StoriesofChina1.詞匯（1）重點詞匯：dilemma,manipulate,defy,recession,grave,resume,permissive,perspective,upright,suspend,diverse,hinder,prime,consult,scout,issue,filter,tame,accumulate,impose,gravity,vision,manufacture,bankrupt,staggergetoutof,noshortageof,putsth.off,takesth.in,retaincontroloversth.,stayontrack,spinoutofcontrol,be/feelentitledto(do)sth.,filtersth.out,shrugsth.off,outofthequestion（2）主題相關詞匯：spend,save,financialwell-being,budget,financialtroubles,creditcard,creditcardbill,interestrates,consumer,saver,financialliteracy,permissivemessage,advertising,materialappetite,recession,creditcard,limitedfinances,purchases,accumulatedebt,cashadvances,livingexpenses,minimummonthlypayment,principalbalance,latepaymentpenalties,creditcarddebtcrisis,financialdistress,financialresponsibility,screeningprocedures,debt2.技能閱讀技能：本單元的閱讀技巧聚焦于理解文章中語言的內涵和外延。掌握該技巧有助于學生提升語言敏感度，更寫作技能：比較/3.任務ReportonChinesestudents’spendinghabits.（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UAI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（Summaryoutcome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(15mins.):Ssdothe“vocabularypuzzlechallenge”activity.(15mins.)Tselectsandexplains8-10corewordsandphrasesfromthetext.Tpreparesonesetofvocabularycardsforeachgroup.(eachsetshouldincludealltheselectedwords).Tdividestheclassintogroupsof3studentsanddistributes師評通過學生總結匯報，教師了解學生對文內詞匯和短語的掌握情況。onesetofvocabularycardstoeachgroup.Ssdiscussandcreateasentenceorparagraphwithallthegivenwords.Onerepresentativefromeachgroupreadstheirsentenceorparagraphtotheclass.Thegroupalsoneedstobrieflyexplainhowtheyconnectthevocabularyandwhattheirsentenceorparagraphmeans.Sschoosethemostcreativeoraccuratesentences/paragraphs.TmakescommentsonSs’sentencesandparagraphs.Activation(5mins.):ActivateSs’viewsonfinancialmanagement,stimulatingtheirinterestinlearningandparticipation.Ssdiscussthefollowingquestions.(5mins.)youropinionaboutcollegestudents’spendinghabits?Whatfactorsinfluenceacollegedecisiontomakeanimpulsepurchase?Howcanyoustartmanagingyourfinances?*Thequestionsmayvary.TcanalsoissuethequestionsthroughtheOnlineInteractiveCoursewareanddisplaythewholeclass’sanswersonthescreenwhenfinished.師評Multi-learning1(25mins.):SswillbeabletounderstandTextAandexpresstheirviewsonSsdothe“roleplay”readingactivity.(25mins.)1.Tpresentsascenario“XiaoLireceivedapromotionalmessagefromabankcreditcard,encouraginghimtospend.同伴互評&師評通過學生表演與觀點討論，教師了解學生savingandspending.Atthesametime,hisparentstoldhimtosavemoneyandplanforthefuture.Hefeltveryconflictedanddidn’tknowwhattodo.”TasksSstothinkaboutandsharetheirfeelingsandchoicesinsimilarsituations.Ssreadthearticleindependently.Duringthereadingprocess,theyarerequiredtomarkthesentencesinthearticlethatencouragesavingandspendingwithdifferent-coloredpens,andbrieflywritedowntheirunderstandingsorquestionsbesidethem.Tdividestheclassintogroupsof3students.Tassignsascenariotoeachgroupforrole-playing.Thescenariosinclude:bankstaffpersuadingcustomerstosave,creditcardcustomerserviceencouragingcustomerstospend,parentseducatingchildrentobethrifty,andfriendsinvitingeachothertogoshoppingandconsume,etc.Ineachscenario,groupmembersplaydifferentrolesanddemonstratetheirviewsonconsumptionandsaving.SsmayusethenotesfromAtocompletetheroleSspresenttheirperformanceinclass.Tandothergroupsevaluateperformances.Torganizesaclass-widediscussiononhowtobalancesavingandspendinginreallife.對課文的理解和掌握情況，評價小組活動表現，和學生共同討論正確的消費觀。生生互評，一方面對他人在角色扮演中的表現進行點評，另一方面對同學們提出的有關消費觀的觀點展開評議。Multi-learning2(15mins.):1.Tgivesalecture.(7mins.)Texplainshowtowriteacomparison/contrastessaywitha同伴互評&師評Sswillbeabletounderstandhowtowriteacomparison/contrastessay.focusonthesubject-by-subjectpattern.2.Ssanalyzeasampleessay.(8mins.)Ssreadonesampleessayentitled“Thriftypeoplevs.spendthrifts”.Ssanalyzesthestructureofthecomparison/contrastSsworkinpairstosharetheiranalysis.TevaluatesSs’analysisofthesample學生分析文章，有助于理解文章結構，掌握比較/對比型文章的寫作方法。對于學生理解有誤之處，教師可針對性講解。Multi-learning3(25mins.):Sswillbeabletoconstructthestructureofacomparison/contrastessay.Ssdothewritingactivity.(25mins.)Tprepares“topiccards”withcomparisontopicssuchas“printedbooksvs.e-books”,“onlinelearningvs.offlinelearning”,and“onlineshoppingvs.in-storeshopping”.Tmakesmultiplecopiesofeachtopiccard.Tputsthepreparedtopiccardsinabox.Sstaketurnstodrawonecard.SsneedtoquicklywritedownasmanyComparison/contrastpointsaspossiblerelatedtothetopic.Tinvitesseveralstudentstosharethepointstheycameupwithtoinspireothers.TshowsSsthewritingpromptwithkeystructuralhintsforcomparison/contrastessaysasshownonpagesandsuchasintroducingthecomparedobjectsinthebeginning,makingcomparisonsfromdifferentaspects(atleast同伴互評&師評開展寫作實踐活動，能助力學生研習文章寫作技巧，提升寫作水平。在評價學生作品的過程中，教師得以洞察學生對寫作方法的掌握程度，進而有的放生生互評，可以了解他人的寫作思路，學習他人作品的優點，反思自身寫作不足之處，共同提高寫作水3aspects)inthemiddle,andsummarizingandstatingopinionsattheend.Talsoprovidescommonconnectivesandphraseslike“while”,“however”,and“both...and...”.Ssorganizethepointstheythoughtofearliertoconstructtheessaystructure.Tinvitesseveralstudentstotheblackboardtowritedowntheessaystructurestheyplannedinshortsentences.Tandotherstudentscanraisequestionsandgivesuggestionsforimprovement.平。Summary(5mins.):Self-evaluationSsdothe“QuickfireQ&A”activity.(5mins.)Tdividestheclassintogroupsof3students.Ineachgroup,onestudentasksaquestionaboutwhathe/shehaslearnedinclass,andtheothertwostudentsanswerthequestionquickly.Sstaketurnstoaskandanswerquestions.IfSsfailtoanswerthequestion,theymayaskTforhelp.*Tcanalsouse“wordcloud”ontheOnlineInteractiveCoursewareanddisplaySs’summariesonthescreenwhenfinished.自評通過問答形式，學生對自己在本單元知識掌握方面的情況展開自我評估。Post-class1.Ssconsolidatetheirunderstandingofthetextandkeyvocabularyandphrases.SscompletetheexercisesonUcampusAI.SectionA:Languagefocus,StructuredanalysisSectionB:Readingskills,LanguagefocusUcampusAI機評UcampusAI線上學習及評價。教師可查看2.Sspreviewfornextclass.3.SectionC:TranslationUcampusAI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-classPre-assessment&activation(15mins.):Sswillbeabletograspkeyvocabularyandphrases.Ssdothe“wordguessing”activity.(15mins.)Tprepares8-10corewordsorphrasesfromthetext.Twritesthesewordsorphrasesondisplayingoneatatimefornomorethan10secondseach.Ssquicklybrowseandtrytorecallthemeaningsorusageofthesewords.Tdividesstudentsintogroupsof3students.TdisplaysthewordsorphrasesagainonPPTandasksstudentstoansweritsmeaningandmakeasentencerelatedtoBusingthewordorexpression.Eachgrouphas1minutetodiscussandthensendsonerepresentativetoTevaluatestheanswers’accuracyandcreativity.Talsoprovidesadditionalexplanationsorexamplesentencesasneeded.師評師能夠了解學生對文章內詞Multi-learning1(15mins.):Sswillbeabletograspthereadingskillofunderstandingdenotationandconnotation.Tgivesalecture.(8mins.)Tintroducesthedefinitionsofdenotationandconnotationandexplainstheirdifferences.Ssdorelevantexercises.(7mins.)SsreadBandcompletetheexercisesaboutdenotationandconnotationonpage121.Ssworkinpairstocheckandexplaintheiranswers.Tprovidesthecorrectanswersandexplainsthem.師評教師對學生存疑之處進行解Multi-learning2(25mins.):Sswillbeabletoconductaninterviewandsummarizethefindings.Ssdotheinterviewactivity.(25mins.)Tdividestheclassintogroupsof3students.Ineachgroup,onestudentactsastheauthorofthearticle,onestudentservesastheinterviewer,andtheotherstudentistherecorder.SsquicklyskimB,sortoutthearticle’scontext,andfindkeyinformation,suchastheauthor’sopportunitytoapplyforacreditcard,theprocessofconsumptionchanges,theoccurrenceanddeteriorationofdebt,etc.Interviewersaskquestions,andthestudentsactingastheauthoranswerthequestions,tryingtoenrichtheanswerswithdetailsfromthearticleandtheirownunderstanding.Recordersrecordthekeypointsoftheanswers.Ssperformtheinterviewinclass.Thentherecordertellsthe師評author’sstory.5.Tandotherstudentsevaluateperformancesandtherecorders’storytelling.Multi-learning3(15mins.):SswillbeabletotranslatepassagesconcerningProjectHope.Tgivesalecture(10mins)TsummarizesSs’performanceonUcampusAI.TintroducestechniquesconcerningparagraphtranslationonthetopicofProjectHope,includingkeysentencestructure,topic-relatedvocabulary,etc.SsdiscusswithapartnertheinfluenceofHopeProject.(5mins.)師評通過評價學生的課前翻譯作業，教師可以診斷學生在翻譯技能上的具體困難和挑戰，并進行針對性的講解，解決學生在翻譯過程中遇到的問題。Multi-learning4(15mins.):SswillbeabletoreportonChinesecollegestudents’spendinghabits.SsreportonChinesestudents’spendinghabits.(15mins.)ingroupsof3studentsanddesignaquestionnaireregardingcollegestudents’spendinghabits.Eachgroupinterviewsfiveorsixstudentsoncampustofindouttheirspendinghabits.bettertointerviewsomeseniorssothattheinformationcanbemorecompleteandvalid.Discussinterviewfindingsineachgroup,analyzethespendinghabitsofthestudentsinterviewed,andgivesuggestionstostudents,especiallyfreshmen,abouthowtomakegooduseoftheirmoneyandavoidfinancialtrouble.Takenoteswhilediscussingtheinterviewresults.Reporttotheclassthefindings,analysis,andsuggestions.Towardtheend,theclasscommentoneachpresentationandvote同伴互評同伴可以緊扣關鍵要點進行點評，結合實際情況提出切實可行的建議。forthemostimpressiveone.S