Unit 1 The Mass Media-Extended 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-Extended reading 教学目标和重难点 1. 教学目标 It focuses on developing students’ language ability to use media-related words and sentences, cultivating critical thinking to judge media information, fostering cultural awareness of global media differences, and improving learning ability for independent and cooperative exploration. 2. 教学重难点 Key points: Mastering core vocabulary and complex sentence structures in the extended reading; understanding the main idea and logical structure of the text. Difficult points: Analyzing the authors’ viewpoints and persuasive methods critically and expressing personal opinions in English. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing students a set of pictures and short video clips about different forms of mass media, including traditional media such as newspapers, radio, and TV, as well as new media like social media platforms, blogs, and short-video apps. Then the teacher asks two open-ended questions in English: “What forms of mass media do you use in your daily life?” and “How do these media influence your study and life?” After asking the questions, the teacher invites 3-4 students to share their answers in front of the class, and gives positive comments on their expressions, such as “Your answer is clear and logical” or “You used some good words related to media”. After the student sharing, the teacher makes a brief summary: “As we can see, mass media has become an indispensable part of our daily life. It brings us convenience and information, but it also brings some challenges. Today, we will learn the extended reading of Unit 1, which will help us have a deeper understanding of the mass media and learn to think critically about it.” Design Intention: The lead-in links the teaching content with students’ real life, using familiar media forms to activate students’ prior knowledge and life experience. This not only stimulates students’ learning interest and enthusiasm for the topic, but also lays a foundation for the understanding of the subsequent text. Asking students to share their opinions in English can also help the teacher check students’ basic language expression ability related to the topic and create a good English communication atmosphere at the beginning of the class. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and phrases in the extended reading on the blackboard or multimedia courseware, including key words such as “persuasion”, “promote”, “slogan”, “brand ambassador”, “product placement”, and phrases like “appeal to”, “link...to...”, “be tailored to”. For each word and phrase, the teacher explains its meaning in simple English, combines it with the context of the text, and gives simple example sentences to help students understand and memorize. For example, when explaining “product placement”, the teacher says: “Product placement refers to the way of promoting products by putting them in films, TV shows or video games without obvious advertising signs. For example, in some movies, we can see the main characters drinking a certain brand of cola or wearing a certain brand of watch—that’s product placement.” Then, the teacher briefly introduces the background of the text: The extended reading is a magazine article about advertising, which discusses the relationship between advertising and mass media, as well as the common persuasive techniques used in advertising. The teacher tells students: “Advertising is an important part of mass media. Every day, we are exposed to a lot of advertising information. This article will help us understand how advertising works and how it influences our choices. Before reading, please think about: What persuasive methods do advertisers usually use to make us buy their products?” Finally, the teacher arranges a 2-minute individual preview task: Students read the title and the first paragraph of the text quickly, and try to guess the main idea of the whole article. After the preview, the teacher invites several students to share their guesses, and does not give a direct judgment, but guides students to verify their guesses in the process of intensive reading. Design Intention: Vocabulary is the foundation of text understanding. Previewing core vocabulary and phrases can help students reduce obstacles in reading and improve reading efficiency. The brief background introduction helps students understand the theme and context of the text, enabling them to enter the reading state quickly. Asking students to guess the main idea through the title and the first paragraph can cultivate their ability to predict text content, which is an important reading strategy in senior high school English teaching. Step 3: While-reading (Intensive Reading and Comprehension) This step is divided into three parts: skimming, scanning and intensive reading, to help students understand the text from the overall to the local, from the surface to the deep. First, Skimming: The teacher asks students to read the whole text quickly within 5 minutes, and complete two tasks: 1. Find out the topic sentence of each paragraph; 2. Summarize the main idea of the text in one sentence. After reading, students are allowed to discuss with their deskmates for 2 minutes to check their answers. Then the teacher invites several groups to share their results, and sorts out the topic sentences and main idea of the text together with the students. The main idea of the text is: The article introduces the definition of advertising, its close relationship with mass media, and the common persuasive techniques used in advertising, as well as the development trend of advertising in the digital age. Design Intention: Skimming is a basic reading skill that helps students grasp the overall framework and main content of the text quickly. By finding topic sentences and summarizing the main idea, students can improve their ability to generalize and sort out text information, and lay a foundation for in-depth understanding of the text. Second, Scanning: The teacher asks students to read the text again, and find out the specific information according to the following questions: 1. What is the definition of advertising? 2. How is the history of advertising linked with that of mass media? 3. What are the common persuasive techniques used in advertising? 4. What is the development trend of advertising now and in the future? The teacher gives students 4 minutes to complete the task, and then checks the answers one by one. When checking the answers, the teacher guides students to find the corresponding sentences in the text, and emphasizes the key words and sentence structures in these sentences, such as the attributive clause, infinitive and participle structures. For example, when answering the first question, the teacher asks students to find the sentence “In short, it refers to the activity of promoting a product or service. In other words, it tries to persuade people to buy a product or service.”, and explains the phrase “in short” and “in other words” which are used to explain and clarify. Design Intention: Scanning helps students find specific information quickly in the text, improving their ability to locate information. At the same time, by analyzing the key sentences, students can further master the core vocabulary and complex sentence structures, consolidating the vocabulary preview results and improving their language ability. Third, Intensive Reading: The teacher focuses on analyzing the key paragraphs and difficult sentences in the text, guiding students to understand the authors’ viewpoints and the logical relationship between paragraphs. The key paragraphs are Paragraph 3 (the relationship between advertising and mass media), Paragraph 4-6 (persuasive techniques of advertising), and Paragraph 7 (development trend of advertising). For each key paragraph, the teacher designs targeted questions to guide students to think in depth. For example, for Paragraph 4 (slogan as a persuasive technique), the teacher asks: “What is the function of a memorable slogan? Can you give an example of a famous slogan you know?” For Paragraph 5 (brand ambassador), the teacher asks: “Why do advertisers use brand ambassadors? What factors should they consider when choosing a brand ambassador?” For Paragraph 6 (product placement), the teacher asks: “What is the difference between product placement and ordinary advertising? Do you think product placement is effective? Why or why not?” In the process of analyzing difficult sentences, the teacher uses the method of splitting sentences to help students understand the structure and meaning. For example, the difficult sentence “Based on the psychology behind creating a desire to buy, advertisers have developed ways of persuading people into purchasing their products or services.” The teacher splits it into two parts: “Based on the psychology behind creating a desire to buy” (adverbial phrase) and “advertisers have developed ways of persuading people into purchasing their products or services” (main clause), and explains the structure “based on...” and the phrase “persuade sb. into doing sth.”. After explaining, the teacher asks students to translate the sentence into Chinese to check their understanding. Design Intention: Intensive reading is the key link to deepen students’ understanding of the text. By analyzing key paragraphs and difficult sentences, students can not only grasp the details of the text, but also understand the authors’ expression ideas and logical thinking. The targeted questions can guide students to think actively, cultivate their critical thinking ability, and lay a foundation for the subsequent discussion and expression. Step 4: Post-reading (Discussion, Practice and Application) This step is designed to help students apply the knowledge and skills learned in the reading to practice, and further improve their language ability and critical thinking ability. It is divided into three parts: group discussion, language practice and writing exercise. First, Group Discussion: The teacher divides students into groups of 4-5, and assigns the discussion topic: “Do you think advertising is good or bad? What are the advantages and disadvantages of advertising in our daily life? How can we become wise consumers when facing a lot of advertising information?” The teacher requires each group to discuss for 8 minutes, and appoint a recorder to take notes and a speaker to share the group’s opinions. During the discussion, the teacher walks around the classroom, provides guidance for students who have difficulties in expression, and reminds students to use the vocabulary and sentence structures learned in the text, such as “appeal to”, “link...to...”, “persuade sb. into doing sth.”. After the discussion, each group’s speaker shares their opinions in front of the class, and other groups can ask questions or supplement. The teacher makes a summary after all groups finish sharing, affirming the reasonable opinions of each group, and guiding students to realize that advertising has both advantages and disadvantages, and we should judge advertising information critically and become wise consumers. Design Intention: Group discussion can stimulate students’ enthusiasm for participation, improve their cooperative learning ability and oral expression ability. The discussion topic is closely related to the text and students’ real life, which can guide students to apply the knowledge learned to practice, and cultivate their critical thinking ability and the ability to analyze and solve practical problems. Second, Language Practice: The teacher designs two practice tasks to help students consolidate the core vocabulary and sentence structures learned in the text. Task 1: Fill in the blanks with the correct form of the given words and phrases (persuade, promote, appeal to, link...to..., be tailored to). The teacher provides 5 sentences, such as “The advertisement ______ young people because of its lively music and interesting pictures.” and “The company plans to ______ its new product through social media platforms.” Task 2: Rewrite the sentences using the learned sentence structures. For example, rewrite “Advertisers use brand ambassadors to promote their products.” into “Advertisers link their products to brand ambassadors to promote them.” Students complete the tasks individually within 5 minutes, and then the teacher checks the answers together with the students, correcting mistakes and emphasizing key points. Design Intention: Language practice is an important link to consolidate the knowledge learned. Through filling in the blanks and rewriting sentences, students can further master the usage of core vocabulary and sentence structures, improving their language application ability, which is in line with the requirements of language ability in core literacy. Third, Writing Exercise: The teacher assigns a short writing task: “Write a short passage (about 80-100 words) to introduce one of the persuasive techniques of advertising mentioned in the text, and express your own views on it.” The teacher reminds students to use the vocabulary and sentence structures learned in the text, and pay attention to the logicality and coherence of the passage. Students complete the writing task individually within 10 minutes, and then the teacher collects some students’ works, comments on them in class, affirming the advantages and pointing out the deficiencies, such as vocabulary use, sentence structure and logical connection. After the comment, students can revise their own works according to the teacher’s suggestions. Design Intention: Writing exercise is a comprehensive application of listening, speaking and reading skills, which can help students improve their written expression ability. The writing topic is closely related to the text, which can ensure that students can use the knowledge learned in the class, and at the same time, express their own views, cultivating their critical thinking ability and writing ability. Step 5: Summary and Extension First, Summary: The teacher invites students to summarize the key points of this class together, including the main content of the extended reading, core vocabulary and phrases, common persuasive techniques of advertising, and the development trend of advertising. Then the teacher makes a brief summary: “In this class, we have learned the extended reading about advertising, understood the close relationship between advertising and mass media, mastered some core vocabulary and sentence structures, and learned to think critically about advertising information. We also practiced our oral and written expression ability through discussion and writing. I hope you can apply what you have learned today to your daily life, and become wise media consumers and users.” Second, Extension: The teacher assigns an after-class task: 1. Read the extended reading again and recite the core vocabulary and key sentences; 2. Find an English advertisement you like, analyze its persuasive techniques, and write a short comment (about 100 words); 3. Surf the Internet to find out the latest development of mass media and advertising, and share it in the next class. The teacher also recommends some English websites and magazines related to mass media and advertising, such as The Guardian, BBC News, to help students expand their knowledge. Design Intention: The summary helps students sort out the knowledge learned in the class, deepen their memory and understanding. The after-class extension task not only consolidates the knowledge learned in the class, but also guides students to expand their horizons, improve their independent learning ability, and realize the connection between classroom learning and real life, which is in line with the requirements of learning ability in core literacy. Step 6: Evaluation and Feedback The evaluation in this class is a combination of formative evaluation and summative evaluation. Formative evaluation is carried out in the whole teaching process: the teacher evaluates students’ performance in lead-in sharing, pre-reading preview, while-reading tasks, group discussion, language practice and writing exercise, giving positive comments and guidance in time to encourage students to participate actively. For example, for students who dare to express their opinions but have some mistakes in language, the teacher says: “Your courage is worth praising. If you can pay attention to the use of tenses, your expression will be better.” Summative evaluation is carried out through the after-class writing task and the next class sharing, evaluating students’ mastery of the knowledge and skills learned in the class, as well as their language ability and critical thinking ability. At the end of the class, the teacher asks students to fill in a simple feedback form (in English) to express their feelings and suggestions about this class, such as “What do you think is the most helpful part of this class?” and “What difficulties do you still have?” The teacher collects the feedback forms after class, analyzes students’ learning situation, and adjusts the teaching plan and methods for the next class accordingly. Design Intention: Scientific evaluation and feedback can help the teacher understand students’ learning situation in time, find out the problems existing in teaching, and adjust the teaching strategies. At the same time, it can also help students understand their own advantages and deficiencies, improve their learning motivation and efficiency, and promote the all-round development of students’ core literacy. 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 $