Unit 1 The Mass Media-Welcome to the unit 教案-2025-2026学年高中英语译林版选择性必修第二册

Unit 1 The Mass Media-Welcome to the unit 教学目标和重难点 1. 教学目标 It focuses on developing students’ language ability to talk about mass media in English, cultural awareness to understand media diversity at home and abroad, thinking quality to judge media information critically, and learning ability to explore media knowledge independently and cooperatively. 2. 教学重难点 Key points: Master core vocabulary about mass media and use simple sentences to describe media types and their functions. Difficult points: Express personal views on media influence logically and develop preliminary critical thinking about media information. 教学过程 Step 1: Lead-in (Warm-up & Activation) The teacher starts the class with a question: “Good morning, everyone. When you wake up every morning, what do you do first to get information? Do you check your phone, watch TV, or read newspapers?” After asking, the teacher gives 1 minute for students to think silently, then invites 3-4 students to share their answers in English. Some students may say they check WeChat Moments, some may mention watching news apps, and others may talk about listening to the radio. After students’ sharing, the teacher shows a short video (3 minutes) that includes different types of mass media, such as newspapers, television, radio, the Internet, and social media. The video briefly introduces the characteristics of each media type and their roles in daily life. After watching the video, the teacher asks follow-up questions: “What types of mass media are mentioned in the video? Which one do you use most frequently in your daily life and why?” Design Intention: The lead-in links students’ daily life with the unit theme, which can quickly arouse students’ interest in learning and activate their existing knowledge about mass media. The short video uses multi-modal discourse, which is in line with the design concept of the Welcome to the Unit section, helping students initially understand the unit theme and lay a foundation for the subsequent teaching activities. Meanwhile, asking questions encourages students to open their mouths to speak English, cultivating their basic oral expression ability and creating a positive English learning atmosphere. Step 2: Vocabulary Input & Preliminary Practice First, the teacher presents the core vocabulary of this section on the blackboard or PPT, including mass media, newspaper, television (TV), radio, Internet, social media, journalist, headline, broadcast, and information. For each word, the teacher pronounces it clearly twice, and asks students to follow along to ensure correct pronunciation. Then, the teacher explains the meaning of each word briefly with simple English and combines it with students’ daily life examples. For example, when explaining “journalist”, the teacher says: “A journalist is a person who writes news reports for newspapers, TV or the Internet. For example, many journalists work hard to report true news every day.” When explaining “headline”, the teacher shows a picture of a newspaper headline and says: “This is a headline. It is the most important title of a news report, which can help us know the main content of the news quickly.” After explaining the vocabulary, the teacher organizes a quick matching activity. The teacher writes the words on one side of the blackboard and their corresponding definitions or examples on the other side, then invites students to come to the blackboard to match them. After the matching, the teacher checks the answers together with the whole class, corrects wrong matches in time, and strengthens students’ memory of the vocabulary. Next, the teacher asks students to make simple sentences with the new words in pairs. For example, students can say “I often read news on the Internet.” or “The headline of today’s newspaper is very interesting.” Each pair has 2 minutes to prepare, then 2-3 pairs are invited to present their sentences to the class. Design Intention: Vocabulary is the foundation of language learning. This step focuses on inputting core vocabulary related to mass media, which helps students master the basic language tools needed for subsequent communication activities. The combination of pronunciation practice, meaning explanation and daily examples makes vocabulary learning more vivid and easy to understand, avoiding mechanical memorization. The matching activity and sentence-making practice can help students consolidate the newly learned vocabulary in time, transform passive vocabulary into active vocabulary, and lay a solid foundation for their oral expression and communication in the next step. Step 3: Theme Exploration & Cooperative Discussion First, the teacher shows several pictures on the PPT, each picture representing a different type of mass media (newspaper, TV, radio, social media, etc.). The teacher asks students to observe the pictures carefully and discuss the following questions in groups of 4: 1. What are the advantages of this type of mass media? 2. What are its disadvantages? 3. In what situations do people usually use this type of mass media? Before the discussion, the teacher clarifies the requirements: each group should assign a recorder to take notes, a speaker to present the group’s views, and all members should participate in the discussion actively. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, provides appropriate guidance and help for students who have difficulties in expression, and reminds students to use the newly learned vocabulary and simple sentence patterns. After 8 minutes of group discussion, each group sends a speaker to present their views. For example, when talking about social media, a group may say: “The advantage of social media is that it is fast and convenient to get information, and we can communicate with friends easily. The disadvantage is that there are many false messages on it. People usually use it to chat with friends and browse short videos.” After each group’s presentation, the teacher gives positive comments, affirms the advantages of their expression, and puts forward appropriate suggestions for improvement. For example, if a student uses incorrect sentence structure, the teacher can correct it gently and guide the student to express it correctly. Then, the teacher summarizes the advantages and disadvantages of different media types, helping students form a comprehensive understanding of mass media. Next, the teacher raises a deeper question: “With the development of the Internet, more and more people use social media and news apps to get information. Do you think traditional media such as newspapers and radio will disappear in the future? Why or why not?” The teacher gives students 3 minutes to think independently, then invites students to share their views freely. Some students may think that traditional media will disappear because they are not as convenient as new media; others may think that traditional media will not disappear because they have their own advantages, such as more accurate information and being more suitable for the elderly. During the sharing process, the teacher encourages students to express their own views bravely, and guides students to think from multiple perspectives. Design Intention: Cooperative discussion is an effective way to develop students’ communication ability and thinking quality. Group discussion allows students to exchange views with each other, learn from each other, and improve their oral expression ability and cooperative learning ability. The questions designed are closely related to the theme and students’ daily life, which can stimulate students’ thinking and help them understand the characteristics and functions of different mass media more deeply. The deeper question about the future of traditional media can guide students to think critically, cultivate their critical thinking ability, and conform to the requirements of core literacy development. At the same time, the teacher’s guidance and comments can help students correct their mistakes in expression and improve their language application ability. Step 4: Interactive Activity & Language Application The teacher organizes a role-play activity: “Suppose you are a journalist from a local newspaper. You need to interview your classmates about their favorite type of mass media and the reasons. Then, you need to write a short news report based on the interview results.” First, the teacher explains the requirements of the role-play: each pair consists of a journalist and an interviewee. The journalist needs to ask at least 3 questions, such as “What is your favorite type of mass media?”, “Why do you like it?”, “How often do you use it?” The interviewee should answer the questions truthfully and use the vocabulary and sentence patterns learned in this class. After the interview, each pair writes a short news report (3-5 sentences) and presents it to the class. Before the activity, the teacher gives a sample dialogue to guide students. For example: Journalist: “Hello, could you please tell me your favorite type of mass media?” Interviewee: “My favorite type of mass media is the Internet.” Journalist: “Why do you like it?” Interviewee: “Because it is very convenient to get information from the Internet, and I can watch videos and chat with my friends on it.” Journalist: “How often do you use it?” Interviewee: “I use it every day after school.” Then, students have 10 minutes to prepare the role-play and the news report. During the preparation, the teacher provides help for students who have difficulties in designing questions or writing reports. After the preparation, 2-3 pairs are invited to perform the role-play and present their news reports. For example, a pair may present: “According to the interview, Li Ming’s favorite type of mass media is TV. He likes TV because he can watch news and interesting programs on it. He watches TV for an hour every evening.” After each presentation, the teacher and other students give comments, focusing on whether the questions are reasonable, whether the answers are clear, and whether the news report is correct in grammar and expression. Then, the teacher selects the best news report and shares it with the whole class, affirming the students’ efforts and achievements. Design Intention: Role-play is a practical language application activity that can make students apply the newly learned vocabulary and sentence patterns to real communication scenarios, improving their language application ability. The interview and news report link integrates listening, speaking and writing skills, which is in line with the requirements of English teaching. This activity not only stimulates students’ learning interest but also cultivates their communication ability and practical application ability. At the same time, peer evaluation and teacher evaluation can help students find their own shortcomings and improve their language expression ability. Step 5: Summary & Extension First, the teacher summarizes the content of this class with the students: “Today, we have learned the core vocabulary about mass media, discussed the advantages and disadvantages of different types of mass media, and practiced oral expression and writing through role-play and news report activities. We also shared our views on the future of traditional media.” Then, the teacher emphasizes the key points of this class: mastering the core vocabulary related to mass media, being able to describe media types and their functions, and being able to express personal views on media influence. Next, the teacher arranges the after-class extension task: 1. Observe the mass media used by your family members (parents, grandparents, etc.), and write a short passage (80-100 words) to introduce their favorite media types and the reasons. 2. Collect 3 English words or phrases related to mass media that are not learned in this class, and look up their meanings and make sentences. 3. Think about a question: “How can we distinguish true and false information on the Internet?” and prepare to share your views in the next class. Design Intention: The summary helps students sort out the knowledge learned in this class, strengthen their memory, and form a systematic knowledge framework. The after-class extension task is closely linked to the class content and students’ daily life, which can help students consolidate the knowledge learned in class, expand their vocabulary, and continue to explore the theme of mass media. The question about distinguishing true and false information can guide students to pay attention to media literacy and lay a foundation for the subsequent teaching of the unit, which is also an important part of cultivating students’ critical thinking ability. Step 6: Homework Arrangement 1. Review the core vocabulary and sentence patterns learned in this class, and recite them fluently. 2. Complete the after-class extension tasks arranged in Step 5. 3. Preview the Reading section of Unit 1, and try to find out the main idea of the passage. Design Intention: Reviewing homework helps students consolidate the knowledge learned in class and lay a foundation for the next class. The after-class extension tasks can expand students’ knowledge and improve their language application ability. Previewing the Reading section helps students better adapt to the next class, improve their reading ability, and form a good learning habit of previewing in advance. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $