Unit 1 The Mass Media-Reading 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-Reading 教学目标和重难点 1. 教学目标 Language competence: Master core vocabularies and sentence structures about mass media. Cultural awareness: Understand media’s role in different cultures. Thinking quality: Cultivate critical thinking on news authenticity. Learning ability: Master effective reading strategies for news texts. 2. 教学重难点 Key points: Grasp the structure of news reports, understand the causes of different news versions. Difficult points: Conduct critical analysis of news content and use target language to express views on media. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing students pictures and short video clips of different mass media forms, including newspapers, TV news, social media posts, and radio broadcasts. Then the teacher asks two guiding questions: “What mass media do you use in daily life?” and “Do you always believe the information from these media?” After that, invite 3-4 students to share their answers freely. The teacher makes simple comments on students’ responses, and then naturally leads to the topic of the reading lesson: “Today we will read two news reports about the same event and explore why different reports exist, learning to be critical news readers.” Design Intention: This lead-in activity is closely connected with students’ daily life, which can quickly arouse their learning interest and activate their prior knowledge about mass media. By asking the question about the credibility of media information, it lays a foundation for the subsequent critical thinking training. The combination of pictures and video clips can make the teaching scene more vivid, help students quickly enter the theme context, and reduce the difficulty of understanding the reading text which focuses on news reports. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabularies and phrases related to the reading text on the screen, including “journalist”, “headline”, “broadcast”, “estimate”, “confirm”, “critical”, “contradictory”, “trap”, “put out”, “break out”, “in a critical condition”. For each vocabulary, the teacher explains its pronunciation, part of speech and basic meaning, and combines simple sentences related to news reports to help students understand, such as “Journalists are responsible for reporting true news” and “The fire broke out in the early morning”. Then, the teacher arranges a quick matching exercise: students match the vocabularies with their corresponding definitions in pairs, and the teacher checks the answers and explains the difficult points in time. Next, the teacher briefly introduces the background of the reading text: the text includes two news reports about a tower block fire and an article explaining the reasons for different news versions. The teacher reminds students that news reports usually have a clear structure (headline, lead, body) and often use passive voice to highlight objectivity. At the same time, the teacher asks a guiding question: “Why do you think different journalists may write different reports about the same event?” to guide students to predict the content of the text. Design Intention: Vocabulary is the foundation of understanding the reading text. Previewing core vocabularies before reading can help students avoid obstacles in understanding the text due to unknown words, improving reading efficiency. The matching exercise can enhance students’ memory of vocabularies in interaction. The brief introduction of news structure and background helps students establish a preliminary cognitive framework for the text, and the predictive question can stimulate students’ curiosity to read and lay a foundation for in-depth reading. Step 3: While-reading (In-depth Reading and Skill Training) This step is divided into three sub-steps: fast reading, careful reading and intensive reading, which helps students understand the text from shallow to deep and master relevant reading skills. Sub-step 3.1: Fast Reading The teacher asks students to read the two news reports and the explanatory article quickly, and complete two tasks: 1. Underline the headline of each news report; 2. Summarize the main idea of the entire text in one sentence. After students finish reading, invite several students to share their answers. The teacher corrects and supplements, and finally summarizes the main idea: The text presents two different news reports about the Henderson Tower fire and explains the reasons for the differences between news reports, guiding readers to read news critically. Design Intention: Fast reading aims to train students’ ability to grasp the main idea and key information quickly. Underlining headlines helps students understand the core content of each news report, and summarizing the main idea can test students’ overall understanding of the text. This link conforms to the law of students’ cognitive development, from overall to partial, and lays a foundation for in-depth reading. Sub-step 3.2: Careful Reading First, the teacher asks students to read the two news reports carefully and fill in a comparison table, which includes the following columns: Date of the report, Key information (focus), Language features. Students complete the table independently first, then discuss in groups of 4 to check and supplement each other’s answers. The teacher walks around the classroom to guide students who have difficulties, and after the group discussion, invites a representative of each group to present the group’s answers on the blackboard. Then, the teacher leads students to analyze the comparison table together, focusing on the differences in the key information of the two news reports: the first report focuses on the fire-fighting process and the possible reasons for the fire (construction company not following fire safety rules), while the second report focuses on the casualties and the specific cause of the fire (dropped cigarette end). At the same time, the teacher guides students to find the language features of the two reports: the first report uses more passive voice (e.g., “was thought to have started”, “were called”) to highlight objectivity, while the second report uses more direct quotes (e.g., Lisa Mayer’s recall) to enhance authenticity and persuasiveness. Next, the teacher asks students to read the explanatory article carefully and answer the following questions: 1. Why do reports on the same events often have different or even contradictory information? 2. What is the author’s advice on reading news reports? Students answer the questions independently, and the teacher checks the answers and explains the key sentences, such as “Critical reading is not distrusting everything, but wisely questioning how information is served.” Design Intention: Careful reading is the key link to help students understand the details of the text. The comparison table can help students systematically sort out the differences between the two news reports, and group discussion can promote students’ interaction and cooperation, improving their ability to analyze and summarize information. Analyzing language features helps students master the characteristics of news reports, which is conducive to improving their language competence. Answering questions about the explanatory article can help students understand the core viewpoint of the text and lay a foundation for the cultivation of critical thinking. Sub-step 3.3: Intensive Reading The teacher selects several key sentences and difficult sentences from the text to guide students to analyze intensively. For example: 1. “The fire, which is thought to have started from the 8th floor, spread quickly through the tower block on Sunday night, leaving people on the upper floors trapped.” The teacher guides students to analyze the attributive clause and the present participle phrase used as adverbial in the sentence, helping students understand the structure and meaning of the sentence. 2. “Emergency services estimate that the number of deaths could reach 50, according to figures released by emergency services.” The teacher explains the usage of “estimate that” and the past participle phrase “released by emergency services” used as attributive, and asks students to make sentences with “estimate that” to consolidate the usage. In addition, the teacher guides students to pay attention to the logical connection words in the text, such as “however”, “therefore”, “because”, and analyzes how these words connect the context and promote the development of the text. Finally, the teacher leads students to read the entire text aloud, paying attention to the intonation and pause, so as to deepen their understanding of the text and feel the language style of news reports. Design Intention: Intensive reading focuses on solving the difficult points in the text, including difficult sentences and grammar points. Analyzing difficult sentences and grammar points can help students break through the obstacles in understanding the text and improve their ability to understand complex sentences. Making sentences can consolidate the mastery of key sentence structures, realizing the combination of input and output. Reading aloud can help students feel the language rhythm and style of news reports, enhance their sense of language, and lay a foundation for subsequent oral expression and writing. Step 4: Post-reading (Consolidation, Application and Expansion) This step includes three activities: group discussion, language application and thinking expansion, aiming to help students consolidate the knowledge learned, apply the language and develop critical thinking. Activity 4.1: Group Discussion The teacher divides students into groups of 4 and puts forward the discussion topic: “As senior high school students, how can we read news critically in the information age?” The teacher gives some guiding directions: 1. How to judge the credibility of news sources? 2. What should we do when we find contradictory information in different news reports? 3. What is the significance of reading news critically? Each group discusses for a period of time, and the teacher walks around to guide students to express their views in English and ensure that each student participates in the discussion. After the discussion, each group sends a representative to make a 2-3 minute report in English, sharing the group’s views. The teacher makes comments on each group’s report, affirming the advantages and putting forward suggestions for improvement. Design Intention: Group discussion can stimulate students’ thinking, promote the exchange and cooperation between students, and improve their oral expression ability. The discussion topic is closely connected with the core viewpoint of the text and students’ real life, which can help students apply the knowledge learned to practice, and further cultivate their critical thinking and sense of social responsibility. The teacher’s comments can help students find their own shortcomings and improve their oral expression ability. Activity 4.2: Language Application The teacher arranges two language application tasks: 1. Complete the summary of the text with the core vocabularies and phrases learned (the summary contains blanks, and students need to fill in the appropriate words or phrases according to the text content); 2. Write a short paragraph (80-100 words) about “How to be a critical news reader” using the key sentence structures learned. Students complete the tasks independently, and the teacher collects some students’ works to comment on in class, focusing on the correct use of vocabularies and sentence structures, and the logicality of the paragraph. Design Intention: The summary task can help students consolidate the core vocabularies and key information of the text, testing their understanding and memory of the text. The writing task is a further expansion of the text content, which can help students apply the learned language knowledge to writing, improving their written expression ability. The teacher’s comment can help students find their own problems in language use and improve their language competence. Activity 4.3: Thinking Expansion The teacher shows students a piece of false news that is common in daily life (such as false information about health care on social media), and asks students to analyze the news in groups: 1. What are the characteristics of this false news? 2. Why is this false news easy to spread? 3. What harm can false news bring to society and individuals? 4. How can we prevent the spread of false news? After the group discussion, the teacher invites students to share their views, and then summarizes: In the information age, we are surrounded by a lot of information. We must keep a rational mind, read news critically, identify false information, and not spread false news, so as to create a healthy information environment. Design Intention: Thinking expansion activity extends the text content to real life, helping students connect the knowledge learned with practical problems, and further cultivating their critical thinking and ability to solve practical problems. By analyzing false news, students can realize the importance of critical reading, enhance their sense of social responsibility, and achieve the goal of cultivating cultural awareness and thinking quality. Step 5: Summary and Homework Summary The teacher leads students to summarize the content of this lesson together: First, we learned two news reports about the Henderson Tower fire and understood the differences between them; second, we explored the reasons for the differences in news reports and mastered the method of reading news critically; finally, we consolidated the core vocabularies and key sentence structures related to mass media. The teacher emphasizes again: In the information age, it is very important to read news critically, which can help us obtain true and useful information and form an independent judgment. Design Intention: Summarizing the lesson can help students sort out the knowledge system of this lesson, strengthen their memory of the knowledge learned, and form a complete cognitive framework. Emphasizing the core viewpoint of the text can deepen students’ understanding of the theme and achieve the goal of cultivating core literacy. Homework 1. Read the reading text again and recite the core vocabularies and key sentences. 2. Finish the after-class exercises related to the reading text to consolidate the knowledge learned. 3. Find a news report from a reliable source, read it carefully, and write a 150-word comment, which includes the main content of the news and your own views on the news (focus on using the critical reading method learned in this lesson). 4. Preview the next part of the unit and collect some information about different types of mass media. Design Intention: Homework is an extension of classroom teaching, which can help students consolidate the knowledge learned in class and apply it to practice. Reciting vocabularies and sentences can strengthen students’ language accumulation. Writing news comments can further improve students’ written expression ability and critical thinking ability. Previewing and collecting information can lay a foundation for the next lesson, and cultivate students’ autonomous learning ability, which is in line with the goal of cultivating learning ability in core literacy. Teaching Reflection (Supplementary) In the teaching process, we should pay attention to the interaction between teachers and students and between students and students, give full play to the main role of students, and guide students to actively participate in various teaching activities. We should also pay attention to the individual differences of students, give more guidance to students with weak foundation, and ensure that every student can gain something in the lesson. In addition, we can appropriately increase the use of multimedia resources to make the teaching more vivid and interesting, and further improve students’ learning interest and learning effect. At the same time, we should pay attention to the integration of core literacy, and organically integrate language competence, cultural awareness, thinking quality and learning ability into each teaching link, so as to achieve the goal of improving students’ comprehensive English ability. 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 $