新职业英语综合教程1（Unit 1-4）教案

Unit4AIandLife(4)授课日期授课地点教学学时2课时授课班级教学分析教学内容SectionEWorkplaceProjectPart1Workplacescenario

Part2AI-poweredpostercreation

SectionFChineseWisdomTUNE:SongofDivinationOdetotheMumeBlossom学情分析知识基础认知能力学习特点教学目标知识目标1.了解AI工具的应用。2.掌握如何利用AI工具来进行海报创作所涉及的相关词汇和句型。3.掌握《卜算子・咏梅》对应的英文表达。能力目标1.学会AI工具的应用。通过完成AI-powered海报创作任务，学生能够熟练掌握Canva、AdobeExpress等AI-design平台及Midjourney、DALL·E2等AI-image生成工具的基础操作，准确运用Deepseek、ChatGPT等文本生成工具获取有效内容，独立完成从内容生成到海报设计、优化、发布的全流程操作。2.具备项目实践与解决问题的能力。在海报创作项目中，学生学会运用项目管理思维，从需求分析、内容创作到设计优化，自主解决各环节遇到的问题（如AI工具使用障碍、设计效果不佳等），培养独立完成实际项目的能力。3.具备跨文化交际与语言表达能力。在《卜算子・咏梅》的学习中，学生能够准确理解诗词原文及英文译文，通过与同伴的吟诵和赏析，提升中英文语言的理解与表达能力；同时，能够用英语阐述诗词蕴含的哲理与文化内涵，增强跨文化交际能力。4.提升用英语表达关于阅读习惯观点的能力。素养目标1.具备一定的信息素养。在AI海报创作过程中，学生能够从在线设计博客、视频教程、案例研究等多渠道筛选、整合有效信息，合理利用AI工具高效完成海报内容创作与设计，提升信息获取、分析和运用能力。2.具备一定的审美和创新素养。通过海报设计，学生能够依据活动主题选择合适的视觉元素与设计风格，运用色彩搭配、排版布局等技巧提升海报的审美价值；同时，在内容与设计上敢于创新，展现独特的创意与视角，培养创新思维和艺术审美能力。3.具备一定的文化素养。学习《卜算子・咏梅》时，学生深入理解中国诗词文化中托物言志的艺术手法，感悟诗词中蕴含的中华优秀传统文化精神，增强对中国传统文化的认同感与自豪感，提升文化底蕴和文化鉴赏能力。思政目标1.培养社会责任感和环保意识。在海报创作任务中，通过宣传海滩清洁活动，引导学生关注海洋污染等环境问题，强化环境保护的责任感，树立“保护环境，人人有责”的理念，鼓励学生积极参与社会公益活动。2.树立文化自信与传承意识。在诗词学习中，引导学生认识中国诗词文化的博大精深，理解中华优秀传统文化的当代价值，增强文化自信；鼓励学生主动传承和弘扬中华优秀传统文化，在跨文化交流中积极传播中国智慧。教学重点1.AI工具的实践应用。熟练掌握各类AI工具的操作方法，能够根据海报创作需求灵活运用工具，解决实际设计问题，实现创意与技术的结合。2.诗词文化内涵的深度解读。深入理解《卜算子・咏梅》的创作背景、艺术手法、思想情感，准确把握诗词中梅花形象所象征的精神品质和作者传达的革命情怀，体会诗词蕴含的中国智慧。教学难点1.AI工具的综合运用与创意实现。学生在使用AI工具时，可能难以将多个工具的功能有效整合，实现从创意构思到最终设计的完美转化；同时，在利用AI工具生成内容时，容易受限于工具的输出，缺乏独特的创意表达。2.诗词文化的跨语言理解与表达。《卜算子・咏梅》的中英文对照学习中，学生理解诗词原文的深层含义以及翻译中文化意象的转换存在困难；用英语准确、流畅地表达诗词的文化内涵和个人感悟，对学生的语言能力和文化素养要求较高。教学方法教法讲解练习法、项目驱动法、互动探究法学法自主学习、小组合作课前环节教学内容教师主导活动学生主体活动教学意图教学手段课前导学介绍职场能力拓展的五个步骤，预习古诗词。任务设计初步了解AI海报创作工具查阅《卜算子・咏梅》的创作背景资料激发学生的自主学习能力，培养良好学习习惯。教学过程课中SectionEWorkplaceProjectWorkplaceCommunicationTask:TechnologyintheWorkplaceAI-poweredpostercreation70minutesPart1workplacescenarioStep1:Contextcreation.Showexcellentenvironmentalprotectionpostercasesandaskstudents“Howdothesepostersattractyourattentiontoenvironmentalprotectionactivities?WhatrolesmightAItoolsplayinthem?”Thisaimstoarousestudents'interestinAIpostercreation.Step2:Clearlyexplaintostudentsthelearningobjectivesofthisproject,whichismasteringAItoolsforpostercreation.Step3：Explainthescenarioofpostcreation.15minutesPart2AI-poweredpostercreationStep1:Knowledgeexplanationandresourcerecommendation.IntroducethebasicfunctionsofAI-designplatformsandquicklydemonstrateoperationsliketemplateselectionandelementeditingthroughscreenprojection.Then,explaintheusagemethodsofimage-generationtoolsandillustratetheapplicationtechniquesoftext-generationtools.10minutesStep2:Recommendonlinedesignblogs,videotutorials,andotherlearningresources,andguidestudentsonhowtoefficientlysearchforandutilizeresourcestosolveproblems.5minutesStep3:Groupplanningandcontentgeneration.Dividestudentsintogroupsof5-6members.Eachgroupclarifiesthedivisionoflabor(suchasplanner,copywriter,designer,etc.)andjointlydiscussestheposter-creationideas,determiningtheposter’sthemestyleandthepresentationofcoreinformation.5minutesStep4:Suggestcopywritersusetext-generationtoolstocreatetitles,eventdescriptions,etc.,whiledesignersobtainvisualmaterialsusingimage-generationtools.Groupmembersjointlyscreenandoptimizethecontent.Theteacherwalksaroundtoprovideguidance,helpingstudentssolvetool-usageproblemsandguidingthemtorefinetheircreativeideas.10minutesStep5：Posterdesignandoptimization.Studentschooseasuitabledesignplatform,insertcontentaccordingtotheplan,andcarryoutdesignworksuchaslayoutarrangement,coloradjustment,andelementbeautification.5minutesStep6:Groupmembersgiveeachothermodificationsuggestionsandoptimizeproblemssuchaspoordesigneffectsandunclearinformationtransmission.Theteacherselectstypicalcasesforcomment,emphasizingthebalancebetweendesignnormsandcreativeexpression.5minutesStep7:Posterpresentationandevaluation.EachgrouppresentstheirAIposterworks,introducingthecreativeideas,theuseofAItools,andthewayofconveyingenvironmentalprotectionconcepts.Othergroupsevaluateandscorefromdimensionssuchascontentintegrity,designaesthetics,creativity,andenvironmental-themefit.Theteacherprovidesasummaryfeedbackbasedontheevaluationresults,highlightingthehighlightsandareasforimprovementoftheworks.15minutesSectionFChineseWisdomAppreciationofOdetotheMumeBlossom20minutesPart1PoetryRecitationStep1:Theteacherrecitesthepoetryasamodel,andstudentsfollowtoreadaloud,feelingtherhythmofthepoetry.​Step2:Studentsrecitethepoetryfreely,thinkaboutthescenesdepictedandtheemotionsconveyed,andsharetheirinitialfeelingswithinthegroup.5minutesPart2Line-by–LineInterpretationandCulturalAnalysisStep1:Combinewiththecreationbackgroundtoexplainthemeaningofeachlineofthepoetry,analyzethesymbolicmeaningsofimagessuchas“iciclesfrombeetlingcliffs”and“sweetandfairflower”,andinterprettheartistictechniqueofusingobjectstoexpressone’swill.Step2:ComparetheoriginalChinesetextwiththeEnglishtranslation,explorethetransformationofculturalimagesduringthetranslationprocess,andguidestudentstoappreciatetheuniqueculturalcharmofChinesepoetry.Step3:Deeplydiscusstherevolutionaryspiritandmodestcharacterreflectedinthepoetry.Connectwithreal-lifesituationstoinspirestudentstothinkaboutthecontemporaryvalueofthesespiritualqualities.Step4:Expressiontraining.Eachgroupselectsarepresentativetospeak,andothergroupsprovidecommentsandsupplements.Theteachersummarizes,emphasizingthekeypointsofpoetryappreciationandtheskillsofcross-culturalexpression.Step5:Summary.TheteachersummarizestheChinesewisdomandideological-politicalvalues