Unit 1 The Mass Media-Integrated skills 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-Integrated skills 教学目标和重难点 1. 教学目标 Language Ability: Enable students to master words and sentences related to the mass media, and improve their integrated skills of listening, speaking, reading and writing to express views on media. Cultural Awareness: Help students understand the characteristics of media in different cultures and enhance cross-cultural communication awareness. Thinking Quality: Guide students to analyze media information critically and develop logical reasoning and dialectical thinking. Learning Ability: Cultivate students’ ability to obtain and process media information independently and cooperate with others in learning activities. 2. 教学重难点 Key Points: Master core vocabulary and sentence patterns about online news media; grasp the listening skills of obtaining key information from interviews; learn to discuss media-related topics and write an argumentative article about online news media. Difficult Points: Conduct critical analysis of media information; use appropriate language to express views coherently in speaking and writing; master the structure and logical expression of argumentative articles. 教学过程 1. Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing students pictures and short video clips of various mass media forms, including traditional media such as newspapers, TV, and radio, as well as new media such as news apps, social media platforms (like WeChat, Twitter), and online news websites. Then the teacher asks a series of guiding questions: “What kinds of mass media do you usually contact in daily life?” “Which one do you prefer to get news from, traditional media or new media?” “What are the advantages of the media you prefer?” After asking the questions, the teacher invites 3-4 students to share their answers in English. For students who have difficulty expressing themselves, the teacher provides appropriate hints, such as key words like “convenient”, “fast”, “detailed”, “portable”. After the sharing, the teacher makes a brief summary: “Today, we are going to focus on online news media, which has become an important part of our life. We will improve our listening, speaking, reading and writing skills through a series of activities, and learn to view online news media from a critical perspective.” Design Intention: The lead-in links students’ real life with the teaching content, which can effectively activate students’ prior knowledge about the mass media. The use of pictures and video clips makes the teaching more intuitive and vivid, helping to arouse students’ learning interest. Asking questions and inviting students to share can stimulate students’ enthusiasm for participation and lay a good foundation for the follow-up teaching activities. Meanwhile, providing hints for students with expression difficulties can protect their learning confidence and ensure the smooth progress of the class. 2. Pre-listening: Preview Vocabulary and Predict Content First, the teacher presents the core vocabulary and phrases related to the listening material on the blackboard or PPT, including “online news media”, “interview”, “advantage”, “disadvantage”, “truthfulness”, “access”, “update”, “reliable”, “misleading”, “responsibility”. The teacher explains the pronunciation and meaning of each word and phrase, and gives example sentences to help students understand and master them. For example, for “truthfulness”, the teacher says: “The truthfulness of news is very important. If news is not true, it will mislead people.” For “access”, the teacher gives the sentence: “With the development of the Internet, people have easy access to online news.” After explaining the vocabulary, the teacher introduces the background of the listening material: “We will listen to an interview between a reporter and a media expert. The reporter asks the expert about the advantages and disadvantages of online news media. Before listening, please predict: what advantages and disadvantages do you think the expert will mention?” The teacher asks students to discuss in pairs for 2 minutes, and then invites several pairs to share their predictions. Common predictions may include: “Advantages: fast update, free, convenient to access; Disadvantages: lack of truthfulness, misleading information.” Design Intention: Previewing vocabulary before listening can help students remove language obstacles, so that they can focus more on understanding the content of the listening material instead of struggling with new words. Explaining vocabulary with example sentences can help students master the usage of words in context, which is conducive to improving their language application ability. Asking students to predict the listening content can stimulate their thinking, improve their listening initiative, and help them form a good listening habit of predicting and inferring. 3. While-listening: Obtain Key Information and Improve Listening Skills The listening material is played twice. For the first time, the teacher asks students to listen carefully and get the main idea of the interview: “What is the main topic of this interview?” After playing, the teacher invites students to answer, and summarizes the main idea: “The interview mainly discusses the advantages and disadvantages of online news media, as well as the responsibilities of online media.” For the second time, the teacher distributes listening task sheets to students, which require students to fill in the blanks with key information. The task sheet includes two parts: advantages and disadvantages of online news media. The specific content is as follows: (1) Advantages: ① It is ______ to access, people can get news anytime and anywhere with smart phones. ② It is ______ to read most online news. ③ It is updated more ______ than traditional media. (2) Disadvantages: ① Some online news lacks ______, and anyone can post news online without verification. ② Some news is ______, which may mislead people. ③ It is difficult for people to tell whether the news is ______. After playing the listening material for the second time, the teacher checks the answers with students one by one, and explains the key points and difficult points in the listening material. For example, if students miss the word “convenient” in the first blank, the teacher can play that part of the listening material again to help students catch the key word. At the same time, the teacher guides students to summarize listening skills: “When listening to interviews, we should pay attention to the questions raised by the interviewer and the answers given by the interviewee, and focus on the signal words such as ‘first’, ‘second’, ‘however’, ‘on the other hand’ to obtain key information.” Design Intention: Playing the listening material twice conforms to the cognitive law of students. The first listening focuses on the main idea, which helps students establish an overall understanding of the listening content. The second listening focuses on key information, which can help students improve their ability to capture specific information. The listening task sheet is designed to make the listening task more specific and targeted, so that students can have a clear goal when listening. Checking answers and explaining difficult points can help students make up for their listening deficiencies, and summarizing listening skills can help students form systematic listening methods, which is conducive to improving their listening ability in the long run. 4. Post-listening: Consolidate Listening Results and Expand Thinking First, the teacher organizes a group discussion: “According to the listening material, we know the advantages and disadvantages of online news media. Do you agree with the expert’s views? What other advantages or disadvantages do you think online news media has? Please discuss in groups of 4, and each group should put forward at least 2 additional advantages or disadvantages.” The teacher walks around the classroom to guide students’ discussion, helps students solve language expression problems, and reminds students to use the vocabulary and sentences learned in the listening part. After the discussion, each group sends a representative to share their views in front of the class. For example, some groups may say: “Another advantage of online news media is that it allows people to comment and share news, which promotes communication between people. Another disadvantage is that some online news is too sensational to attract attention, which affects the objectivity of news.” After each group shares, the teacher makes comments and supplements, and encourages students to put forward different views. Then, the teacher asks students to retell the main content of the interview in their own words. The teacher can invite 2-3 students to retell, and give appropriate guidance and correction. For example, if a student forgets some key points, the teacher can prompt with simple questions: “What did the expert say about the truthfulness of online news?” Design Intention: The group discussion after listening can not only consolidate the listening results, but also expand students’ thinking, allowing students to combine their own life experience to think about the topic more deeply. Guiding students to use the learned vocabulary and sentences can help them strengthen the connection between listening and speaking, and improve their oral expression ability. Retelling the listening content can help students deepen their understanding of the listening material, and exercise their ability to organize language and express ideas coherently. 5. Pre-reading: Guide Preview and Clarify Reading Goals The teacher presents a short reading passage about the development of online news media on the PPT. The passage mainly introduces the development process of online news media from the early stage to the present, and briefly mentions its impact on people’s life. The teacher asks students to read the passage independently and complete two tasks: (1) Underline the key words and phrases in the passage. (2) Answer the following question: “How has online news media developed over time?” After students finish reading, the teacher checks the key words and phrases underlined by students, and supplements the key points that students miss, such as “the rise of the Internet”, “smart devices”, “news apps”, “social media accounts”. Then the teacher invites students to answer the question about the development of online news media, and summarizes the main content of the reading passage: “Online news media has developed rapidly with the rise of the Internet and smart devices, from the early simple text news to the current multi-modal news including text, pictures, videos and audio.” At the same time, the teacher guides students to think: “What do you think will happen to online news media in the future? Please write down your predictions on the paper, and we will discuss them later.” Design Intention: The pre-reading activity is designed to help students adapt to the reading content and lay a foundation for the follow-up in-depth reading. Asking students to underline key words and phrases can help them improve their ability to capture key information in reading. Answering the question about the development of online news media can help students grasp the main idea of the passage. Guiding students to predict the future of online news media can stimulate their imagination and thinking, and connect the reading content with the follow-up speaking and writing activities. 6. While-reading: Analyze the Passage and Master Reading Skills The teacher distributes the formal reading material to students, which is a more detailed article about online news media, including its development, advantages, disadvantages and future trends. The teacher asks students to read the passage carefully and complete the following tasks: Task 1: Divide the passage into three parts and summarize the main idea of each part. Part 1 (Paragraph 1): The current situation of online news media. Part 2 (Paragraphs 2-3): The advantages and disadvantages of online news media. Part 3 (Paragraph 4): The future trend of online news media. Task 2: Answer the following detailed questions: (1) What makes it easier for people to access online news? (2) What are the advantages of online news media mentioned in the passage? (3) Why is the truthfulness of online news a problem? (4) What does the author predict about the future of online news media? Task 3: Identify the transitional words and phrases in the passage, such as “however”, “in addition”, “on the other hand”, “therefore”, and analyze their functions. After students finish the tasks, the teacher organizes students to exchange their answers in pairs, and then checks the answers with the whole class. For Task 1, the teacher guides students to summarize the main idea of each part accurately, and emphasizes the importance of dividing the passage according to the logical structure. For Task 2, the teacher asks students to find the corresponding sentences in the passage to support their answers, and helps students understand the details of the passage. For Task 3, the teacher explains the functions of different transitional words and phrases, such as “however” is used to show contrast, “in addition” is used to add information, which helps students improve their ability to understand the logical relationship of the passage. At the same time, the teacher guides students to analyze the writing characteristics of the passage: “This passage is an argumentative article. It first introduces the current situation of online news media, then discusses its advantages and disadvantages, and finally predicts its future. This structure is clear and logical, which is worth learning for our writing later.” Design Intention: The while-reading tasks are designed from the overall to the local, which helps students grasp the structure and details of the passage step by step. Dividing the passage and summarizing the main idea can help students improve their ability to grasp the overall structure of the article. Answering detailed questions can help students understand the key information of the passage deeply. Identifying transitional words and phrases can help students master the logical relationship of the article and improve their reading comprehension ability. Analyzing the writing characteristics of the passage can lay a foundation for the follow-up writing activity, realizing the connection between reading and writing. 7. Post-reading: Deepen Understanding and Connect with Speaking First, the teacher organizes a class discussion: “The passage mentions that online news media has both advantages and disadvantages, and its future is full of possibilities. Do you think online news media will replace traditional media in the future? Why or why not? Please express your views and give reasons.” The teacher encourages students to express their own views freely, and reminds students to use the vocabulary, sentences and logical structure learned in the reading and listening parts. For example, students can use expressions like “in my opinion”, “from my point of view”, “on the one hand... on the other hand...”, “because”, “so” to express their views. During the discussion, the teacher pays attention to the performance of each student, and guides students who are not active in speaking to participate in the discussion. For example, the teacher can ask: “What do you think, Li Ming? Do you agree with his view?” After the class discussion, the teacher makes a summary: “There is no absolute answer to this question. Online news media and traditional media have their own advantages and disadvantages, and they may complement each other in the future to better serve people.” Then, the teacher arranges a pair work activity: “Suppose you are a reporter and your partner is a media expert. You will have an interview about the future of online news media. You need to design at least 5 questions and corresponding answers, using the knowledge we have learned today.” The teacher provides an example: Reporter: “What do you think will be the main development trend of online news media in the next 5 years?” Expert: “I think online news media will become more intelligent, and artificial intelligence will be widely used in news collection and editing.” After students finish designing the interview, the teacher invites several pairs to perform their interviews in front of the class. After each performance, the teacher makes comments, affirming the advantages of their interviews, such as appropriate questions, fluent expressions, and pointing out the deficiencies, such as incorrect use of words, incoherent logic, and gives suggestions for improvement. Design Intention: The class discussion after reading can help students deepen their understanding of the theme of the passage, and exercise their critical thinking and oral expression ability. The pair work of simulating interviews can not only consolidate the learned knowledge, but also improve students’ ability to use language flexibly in real communication scenarios. Performing interviews in front of the class can enhance students’ confidence in speaking English, and the teacher’s comments can help students find their own deficiencies and improve their oral expression ability. 8. Pre-writing: Guide Planning and Clarify Writing Requirements The teacher tells students that the writing task today is to write an argumentative article about online news media, with a title “My Views on Online News Media”. The teacher first introduces the structure of the argumentative article: “An argumentative article usually includes three parts: introduction, main body and conclusion. The introduction should briefly introduce the topic and put forward your own view. The main body should state your reasons and provide supporting details. The conclusion should summarize your view and make a prediction or put forward suggestions.” Then, the teacher guides students to plan their writing. The teacher asks students to fill in a writing outline on the paper, which includes: (1) Introduction: What is the current situation of online news media? (2) Main body: What are your views on the advantages and disadvantages of online news media? (3) Conclusion: What is your prediction about the future of online news media? Or what suggestions do you have for the development of online news media? At the same time, the teacher reminds students to pay attention to the following points in writing: ① Use the vocabulary and sentences learned in this class, such as “access”, “truthfulness”, “misleading”, “in my opinion”, “on the one hand... on the other hand...”. ② Pay attention to the logical connection of the article, and use transitional words and phrases appropriately. ③ Keep the language formal and fluent, avoid colloquial expressions. ④ Pay attention to the spelling, grammar and punctuation. The teacher also provides a sample opening paragraph for students to refer to: “Nowadays, with the rapid development of the Internet and smart devices, online news media has become an important way for people to get news. It is estimated that about 90% of people get at least some of their news online. In my opinion, online news media has both advantages and disadvantages, and its development will have a profound impact on our life.” Design Intention: Pre-writing guidance is very important for improving students’ writing ability. Introducing the structure of the argumentative article can help students clarify the writing framework and avoid disorganized writing. Guiding students to fill in the writing outline can help them sort out their ideas and ensure that the writing content is complete and logical. Reminding students of the writing points and providing sample paragraphs can help students master the writing skills and language requirements, and reduce the difficulty of writing. 9. While-writing: Guide Practice and Provide Help Students start to write the article independently. The teacher walks around the classroom to observe students’ writing situation, and provides timely help to students who have difficulties. For example, if a student does not know how to express a certain idea, the teacher can provide appropriate hints; if a student makes grammar or spelling mistakes, the teacher can point them out and guide them to correct. At the same time, the teacher reminds students to pay attention to the time and the length of the article, and ensures that each student can complete the writing task on time. For students who finish writing early, the teacher asks them to check their own articles according to the following points: ① Is the structure clear? ② Are the reasons sufficient? ③ Is the language fluent? ④ Are there any spelling, grammar or punctuation mistakes? ⑤ Are the vocabulary and sentences used appropriately? Design Intention: While-writing guidance can help students solve problems encountered in the writing process in a timely manner, ensuring that the writing task can be carried out smoothly. Asking students who finish early to check their own articles can help them develop a good habit of self-examination, and improve their ability to find and correct mistakes. At the same time, it can also make full use of the class time and improve the efficiency of the class. 10. Post-writing: Evaluate and Improve First, the teacher organizes a peer review activity. Students exchange their articles with their deskmates, and evaluate each other’s articles according to the evaluation criteria provided by the teacher. The evaluation criteria include: ① Structure (20 points): clear introduction, main body and conclusion. ② Content (30 points): sufficient reasons, detailed supporting details. ③ Language (30 points): fluent expression, appropriate use of vocabulary and sentences, no obvious grammar and spelling mistakes. ④ Logic (20 points): clear logical connection, appropriate use of transitional words and phrases. Students fill in the peer review form while reading their deskmate’s articles, and write down the advantages and suggestions for improvement. For example, a student may write: “Your article has a clear structure and sufficient reasons, but there are some spelling mistakes, and you can use more transitional words to make the logic more coherent.” After the peer review, students revise their own articles according to their deskmate’s suggestions. The teacher walks around the classroom to guide students’ revision, and helps students solve the problems encountered in the revision process. Then, the teacher selects 2-3 representative articles (including excellent articles and articles with common problems) to comment on in class. For excellent articles, the teacher affirms their advantages, such as clear structure, fluent language, sufficient reasons, and asks students to learn from them. For articles with common problems, the teacher points out the deficiencies and gives specific suggestions for improvement, such as “Your article lacks supporting details in the main body. You can add an example to illustrate the advantage of online news media.” Finally, the teacher collects all students’ articles, and makes detailed comments after class, which will be returned to students in the next class. The teacher also encourages students to continue revising their articles according to the teacher’s comments. Design Intention: Peer review can help students learn from each other, find their own deficiencies through reading others’ articles, and improve their ability to evaluate and revise articles. Revising articles according to the peer review suggestions and teacher’s guidance can help students improve the quality of their writing. Selecting representative articles for class comment can let students have a clearer understanding of the advantages and deficiencies of writing, and provide a reference for their future writing. 11. Summary and Homework The teacher makes a brief summary of the class: “In today’s class, we have improved our integrated skills of listening, speaking, reading and writing through a series of activities about online news media. We have mastered the core vocabulary and sentences related to online news media, learned to obtain key information from listening and reading materials, discussed media-related topics, and written an argumentative article about online news media. At the same time, we have also cultivated our critical thinking and cooperative learning ability.” Then, the teacher assigns homework: ① Revise your argumentative article according to the peer review suggestions and teacher’s comments, and hand it in the next class. ② Collect a piece of online news, and write a short comment (about 50 words) on its truthfulness and objectivity. ③ Preview the next part of the unit, and collect some information about media ethics. Design Intention: The class summary can help students sort out the knowledge and skills learned in the class, and strengthen their memory. The homework is designed to consolidate the knowledge and skills learned in the class, expand students’ learning scope, and connect the class learning with after-class learning. Writing a comment on online news can help students further improve their critical thinking ability, and previewing the next part can lay a foundation for the follow-up teaching. 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 $