Unit 1 The Mass Media-Project 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-Project 教学目标和重难点 1. 教学目标 It focuses on developing students’ language competence in media English application, cultural awareness of global media differences, critical thinking to distinguish media information, and learning ability to explore and cooperate in media-related project practice. 2. 教学重难点 Key points: Master media-related vocabulary and expressions, and complete a media project through cooperation. Difficult points: Use English accurately to express media views and combine knowledge to design and present a practical media project. 教学过程 1. Lead-in: Activate Prior Knowledge and Introduce the Project The teacher starts the class by showing students various media forms in real life, such as newspapers, TV news, social media posts, and short videos, and asks them to answer the following questions in English: “What media do you use most frequently in daily life? What do you usually use them for?” After inviting 3-4 students to share their answers, the teacher summarizes: “The mass media are closely related to our life, and they convey information, guide opinions and enrich our daily experience. Today, we will start a practical project about the mass media — designing a media campaign to promote a positive campus activity, which will help us apply what we have learned in this unit and improve our comprehensive English ability.” Design Intention: This link connects students’ real life with the project theme, activates their prior knowledge about the mass media, stimulates their learning interest and participation enthusiasm. By asking open questions, it guides students to use English to express their own experiences, laying a foundation for the smooth development of the follow-up project. At the same time, the clear introduction of the project task helps students clarify the learning goal and establish a sense of direction. 2. Preparatory Stage: Master Core Knowledge and Clarify Project Requirements 2.1 Review of Key Vocabulary and Expressions The teacher organizes students to review the core vocabulary and expressions related to the mass media learned in this unit through group cooperation. First, divide the students into groups of 4, and ask each group to list 10-15 media-related words or phrases, such as “mass media, journalist, headline, broadcast, social media, advertising campaign, public opinion, spread, influence, appeal to”. Then, each group sends a representative to write the listed words and phrases on the blackboard, and the teacher corrects and supplements them, focusing on explaining the usage of difficult expressions such as “appeal to sb. to do sth.” and “have a great influence on sth.”. After that, the teacher gives a short passage about media, and asks students to fill in the blanks with the reviewed words and phrases to check their mastery. Design Intention: Vocabulary is the foundation of language application. By reviewing and consolidating the core vocabulary and expressions of the unit, it helps students break through the language barrier in the project practice. Group cooperation not only improves students’ participation, but also enables them to learn from each other and deepen their memory of vocabulary. The blank-filling exercise further tests the application ability of vocabulary, ensuring that students can flexibly use relevant language knowledge in the follow-up project. 2.2 Analysis of Project Requirements and Examples The teacher clearly explains the project requirements to the students in English: “Your group needs to design a media campaign to promote a positive campus activity, such as a campus English speech contest, a volunteer activity, or a book-reading activity. The campaign should include three parts: a clear theme, at least two media forms (such as posters, short videos, WeChat articles, or radio announcements), and a detailed implementation plan. Finally, each group will present their design in English, and introduce the theme, media forms and implementation steps of the campaign.” Then, the teacher shows a sample media campaign design (such as promoting a campus book-reading activity) with pictures and PPT, including the theme “Read More, Grow More”, media forms (poster and WeChat article), and implementation plan (posting posters in the campus, publishing WeChat articles to introduce the activity rules and benefits, and inviting teachers to recommend books). The teacher analyzes the sample in detail, focusing on how to combine media forms with the activity theme and how to use English accurately to express the design ideas. Design Intention: Clarifying the project requirements is the premise of completing the project. By explaining in English, it not only improves students’ listening ability, but also helps them understand the specific requirements of the project. The sample analysis makes the abstract project task more specific and intuitive, enabling students to have a clear understanding of how to design the media campaign, avoiding confusion in the process of practice. At the same time, the sample provides a reference for students’ own design, reducing the difficulty of the project. 2.3 Group Division and Task Assignment The teacher divides the students into groups of 4-5 according to their English level and personality, ensuring that each group has students with different strengths (such as students good at speaking, writing, designing, and organizing). Then, each group elects a group leader, who is responsible for coordinating the group work and assigning tasks. The teacher suggests the task division in each group: 1 student is responsible for determining the activity theme and writing the theme introduction; 2 students are responsible for designing the media forms (such as drawing posters, writing WeChat articles, or scripting short videos); 1-2 students are responsible for formulating the implementation plan and organizing the presentation content. After the task division, the group leader reports the task assignment of the group to the teacher, and the teacher gives appropriate guidance according to the actual situation of each group, such as adjusting the task division for groups with unbalanced strengths. Design Intention: Reasonable group division and task assignment can ensure the smooth progress of the project. Considering students’ English level and personality, it can give full play to their advantages and avoid the phenomenon that some students are lazy or unable to participate. Electing a group leader to coordinate the work can improve the efficiency of group cooperation. The teacher’s guidance helps to solve the problems in the task division, ensuring that each student can participate in the project and undertake the corresponding tasks, laying a foundation for the smooth development of the follow-up group work. 3. Implementation Stage: Group Cooperation and Project Design 3.1 Discussion and Determination of the Activity Theme Each group starts a heated discussion under the leadership of the group leader, combining the campus life and the interests of students, to determine a positive and meaningful campus activity theme. During the discussion, the teacher walks around each group, listens to their ideas, and gives appropriate guidance. For example, if a group is hesitant about the theme, the teacher can prompt: “You can think about the activities that are popular among students, or the activities that can help improve students’ comprehensive quality, such as English corner, volunteer service, environmental protection activities, etc.” After the discussion, each group determines their own activity theme and writes a short theme introduction in English, which includes the purpose and significance of the activity. The teacher checks the theme introduction of each group, corrects the grammatical errors and inappropriate expressions, and ensures that the theme is clear and positive. Design Intention: The discussion of the theme is the first step of the project design. Through group discussion, it can stimulate students’ thinking, give full play to their initiative and creativity, and make the determined theme more in line with the actual situation of the campus and the interests of students. The teacher’s guidance helps to solve the difficulties encountered by the students in the theme determination, ensures the rationality and positivity of the theme, and at the same time, the English theme introduction can exercise the students’ writing ability. 3.2 Design of Media Forms According to the determined activity theme, the students responsible for designing media forms in each group start to design two or more media forms. For groups choosing posters, they need to determine the content of the poster (such as the theme, activity time, place, and contact information), and use simple and vivid English to write the text on the poster, with appropriate pictures to attract students’ attention. For groups choosing WeChat articles, they need to write a complete English article, including the introduction of the activity, the reasons for holding the activity, and the benefits of participating in the activity, with a clear structure and fluent language. For groups choosing short videos, they need to write a script in English, including the lines of the characters and the scene arrangement, and prepare the relevant props and shooting content. During the design process, the teacher provides timely help for each group, such as guiding students to use appropriate English expressions, adjusting the design content, and solving the problems encountered in the design. Design Intention: The design of media forms is the core part of the project, which can exercise students’ comprehensive language application ability and practical ability. Different media forms have different characteristics, which can meet the needs of students with different strengths and interests. The teacher’s timely guidance helps students solve the difficulties in the design process, ensures the quality of the media forms, and at the same time, enables students to learn how to combine media forms with the activity theme to achieve the purpose of promotion. 3.3 Formulation of Implementation Plan The students responsible for formulating the implementation plan in each group, combined with the activity theme and media forms, formulate a detailed implementation plan in English. The plan should include the time schedule (such as when to complete the design of media forms, when to launch the media campaign, and when to carry out the activity), the division of labor in the group (who is responsible for releasing the media content, who is responsible for collecting feedback, etc.), and the expected effect (such as how many students are expected to participate in the activity, what influence the activity is expected to have on the campus). After the formulation of the plan, the whole group discusses and modifies it, and the teacher checks the plan of each group, puts forward suggestions for improvement, and ensures that the plan is feasible and detailed. Design Intention: The formulation of the implementation plan can help students clarify the specific steps of the project, improve the efficiency of the project implementation, and cultivate their sense of planning and organization. Through group discussion and modification, it can make the plan more comprehensive and feasible. The teacher’s inspection and guidance ensures that the plan meets the requirements of the project, and helps students learn how to formulate a scientific and reasonable implementation plan, laying a foundation for the smooth implementation of the media campaign. 3.4 Integration and Improvement of the Project After completing the theme introduction, media form design and implementation plan, each group integrates all parts of the project, checks the whole design content, and makes improvements. The group members read the English content together, correct grammatical errors, inappropriate expressions and logical contradictions, and adjust the design of media forms to ensure that the whole project is coherent and unified. For example, if the theme of the activity is “Campus English Speech Contest”, the media forms and implementation plan should be closely related to the speech contest, and the English expression should be accurate and appropriate. The teacher walks around each group, participates in their integration and improvement process, and gives targeted guidance, such as helping students adjust the logical structure of the implementation plan, and improving the accuracy of English expression. Design Intention: The integration and improvement of the project is an important link to ensure the quality of the project. Through group cooperation, it can cultivate students’ sense of responsibility and teamwork spirit, and enable them to find and solve problems in the process of integration. The teacher’s guidance helps students improve the quality of the project, ensures that the project meets the requirements of the unit, and at the same time, exercises students’ ability to check and modify their own works. 4. Presentation Stage: Show the Project and Exchange and Evaluate 4.1 Group Presentation Each group sends a representative to present their media campaign design in English. The presentation time is 5-8 minutes, which includes introducing the activity theme, showing the designed media forms (such as displaying posters, playing short videos, or reading WeChat articles), and explaining the implementation plan. During the presentation, other students listen carefully, take notes, and prepare to ask questions. The teacher requires the presenters to speak clearly, fluently and confidently, and use appropriate body language to enhance the effect of the presentation. For students who have difficulty in speaking, the teacher gives appropriate encouragement and prompts to help them complete the presentation smoothly. Design Intention: The group presentation is an important way to show the results of the project, which can exercise students’ oral expression ability and self-presentation ability. By presenting in English, it can test the students’ comprehensive language application ability and deepen their understanding of the project. The requirements of the teacher help students improve their presentation skills, and the encouragement for students with weak speaking ability can enhance their confidence and participation enthusiasm. Other students’ listening and note-taking can help them learn from each other and expand their ideas. 4.2 Question and Exchange After each group’s presentation, other students can ask questions in English, such as “Why did you choose these two media forms? Do you think your implementation plan is feasible? How will you solve the possible problems in the implementation process?” The presenters of the group answer the questions together. The teacher guides the students to ask valuable questions and make reasonable suggestions, and ensures that the exchange is carried out in English. For example, if a student asks a question that is not related to the project, the teacher can prompt: “Can you ask a question related to the media campaign design?” Design Intention: The question and exchange link can promote the interaction between students, enable them to learn from each other and improve their own project design. Asking and answering questions in English can exercise students’ listening and speaking ability, and cultivate their critical thinking ability. The teacher’s guidance helps to ensure the pertinence and effectiveness of the exchange, and makes the students have a deeper understanding of the project. 4.3 Evaluation and Summary The evaluation is carried out in three aspects: self-evaluation, mutual evaluation and teacher evaluation. First, each group conducts self-evaluation, summarizes the advantages and disadvantages of their own project design, and puts forward improvement measures. Then, the groups conduct mutual evaluation, score each other according to the evaluation criteria (including theme clarity, rationality of media forms, feasibility of implementation plan, and accuracy of English expression), and write down the advantages and suggestions of each group. Finally, the teacher makes a comprehensive evaluation, affirms the advantages of each group’s project design (such as creative theme, reasonable media forms, and fluent English expression), points out the existing problems (such as grammatical errors, unclear implementation plan), and puts forward targeted improvement suggestions. At the same time, the teacher summarizes the whole project, emphasizes the key points and difficulties of the project, and reviews the media-related knowledge and skills learned in the project. Design Intention: The multi-dimensional evaluation can make the evaluation more comprehensive and objective, help students correctly understand their own advantages and disadvantages, and cultivate their self-reflection ability. Self-evaluation and mutual evaluation can enhance students’ sense of participation and responsibility, and enable them to learn from each other. The teacher’s evaluation and summary not only affirms the students’ achievements, but also helps them find their own problems, and consolidates the knowledge and skills learned in the project, achieving the goal of improving students’ comprehensive English ability. 5. Extension Stage: Consolidate and Apply, Expand the Vision After the project presentation and evaluation, the teacher assigns after-class tasks: 1. Each group modifies and improves their own media campaign design according to the evaluation suggestions, and submits the final version of the design (including theme introduction, media forms and implementation plan) in English. 2. Each student writes a short reflection in English, about 100 words, introducing their gains and experiences in the project, and the problems they encountered and how to solve them. 3. Encourage students to pay attention to various media in daily life, collect English media materials (such as English news, WeChat articles, and posters), and share them in the next class. In addition, the teacher introduces some international media forms and media campaigns to the students, such as the public welfare advertising campaigns of the United Nations, and the media promotion activities of international schools, helping students expand their international vision and understand the differences and characteristics of media in different countries and regions. At the same time, the teacher guides students to think about how to use the mass media to spread positive energy and promote social progress. Design Intention: The after-class tasks can consolidate the results of the project, enable students to further improve their project design, and exercise their writing ability through reflection. Collecting English media materials can help students expand their vocabulary and improve their reading ability, and connect classroom learning with daily life. Introducing international media forms and campaigns can cultivate students’ cultural awareness and international vision, and guide them to establish a correct view of media, achieving the goal of cultivating students’ four-dimensional 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 $