Unit 1 The Mass Media-Assessment 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-Assessment 教学目标和重难点 1. 教学目标 It focuses on improving students’ language competence, cultivating critical thinking about media information, developing cross-cultural awareness of global media, and enhancing their autonomous learning ability in media-related English learning. 2. 教学重难点 Key: Master media-related vocabulary, expressions and past perfect tense; understand media types and their functions. Difficult: Use language to analyze media influence and develop critical thinking. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing students a collection of pictures and short video clips, which include different types of mass media such as newspapers, television, radio, the Internet, and social media platforms like WeChat and TikTok. After playing the video and displaying the pictures, the teacher asks the following questions in English: “What do you see in the pictures and video? Which of these media do you use in your daily life? How do these media help you get information or entertain yourselves?” Then, the teacher invites 3-4 students to share their answers with the whole class, and gives positive feedback and appropriate supplements, such as “Your answer is very detailed. It’s true that social media has become an indispensable part of our daily life.” Design Intention: This lead-in activity is closely connected to students’ daily life, which can quickly arouse their learning interest and enthusiasm. By observing familiar media forms and sharing their own experiences, students can activate their prior knowledge about the mass media, lay a foundation for the subsequent learning of new knowledge. At the same time, it helps students adapt to the English teaching environment quickly, and improves their oral expression ability in simple English communication related to the media topic. Step 2: Presentation (Key Knowledge Input) This step mainly includes the presentation of core vocabulary, key expressions and grammar points (past perfect tense), combined with the theme of the mass media. First, for core vocabulary teaching, the teacher presents new words such as “mass media, journalist, headline, broadcast, rely on, break out, accuse...of..., bring sth. to light” one by one. For each word, the teacher first pronounces it clearly and asks students to follow, then explains its meaning in simple English, and combines it with media-related example sentences to help students understand and memorize. For example, when teaching “journalist”, the teacher says: “A journalist is a person who writes news reports for newspapers, magazines or broadcasts. For example, Many journalists rushed to the scene after the accident broke out.” When teaching phrasal verbs like “rely on”, the teacher gives example sentences related to media use: “Nowadays, many people rely on the Internet to get the latest news.” After explaining each word and phrase, the teacher invites students to make simple sentences by themselves to check their mastery. Then, for key expressions, the teacher focuses on sorting out expressions used to describe the functions and influences of the mass media, such as “play a significant role in..., have a great influence on..., shape our perceptions of the world, distinguish true information from false ones” and so on. The teacher explains the usage of these expressions, and combines them with real media cases, such as “The mass media play a significant role in guiding public opinion.” “Social media has a great influence on teenagers’ daily life.” Finally, for the grammar point - past perfect tense, the teacher first reviews the general past tense briefly, then puts forward a question to lead students to think: “If we want to express an action that was completed before another action in the past, what tense should we use?” Then, the teacher presents two example sentences related to the media: “By the time the journalist arrived at the scene, the accident had already happened.” “He told me that he had read the news report on the Internet before I told him.” Through these two sentences, the teacher analyzes the structure of the past perfect tense (had + past participle), and explains its usage: it is used to express an action that was completed before a certain time or another action in the past. Then, the teacher summarizes the time adverbs often used with the past perfect tense, such as “by + past time point, by the end of + past time period, before + past clause” and so on, and gives more example sentences related to the mass media to help students deepen their understanding, such as “By the end of last year, the TV station had broadcast dozens of public welfare advertisements.” “Before she watched the TV news, she had heard about the event from her friend.” Design Intention: The presentation of key knowledge is carried out in combination with the unit theme, which ensures the relevance and pertinence of the teaching content. Vocabulary and expressions are explained with specific media cases, which helps students connect new knowledge with practical scenarios and improve their ability to use language in context. The grammar teaching adopts the method of guiding students to discover and summarize, which is conducive to cultivating students’ thinking ability and deepening their understanding of the grammar rules. At the same time, the combination of listening, speaking and practice in the teaching process helps students master the key knowledge in a comprehensive way. Step 3: Practice (Consolidation and Application) This step is divided into three levels of practice: basic practice, intermediate practice and advanced practice, so as to help students consolidate the key knowledge they have learned and gradually improve their language application ability. First, basic practice: vocabulary and grammar filling-in-the-blank. The teacher designs 10 filling-in-the-blank questions, including 5 vocabulary and phrase questions and 5 grammar questions. The questions are all closely related to the mass media. For example: 1. Many people (rely on) the mass media to get information. 2. By the time we turned on the TV, the news broadcast (had started). Second, intermediate practice: sentence rewriting and translation. On one hand, the teacher asks students to rewrite sentences according to the requirements, such as changing the general past tense into the past perfect tense. For example: “He finished his report. Then he submitted it to the editor.” → “He had finished his report before he submitted it to the editor.” On the other hand, the teacher gives 5 Chinese sentences related to the mass media, and asks students to translate them into English, using the key vocabulary, expressions and grammar points they have learned. For example: 1. 大众媒体在现代社会中扮演着重要的角色。(The mass media play a significant role in modern society.) 2. 在记者到达之前，火灾已经被扑灭了。(By the time the journalist arrived, the fire had been put out.) Students complete the exercises in pairs, then the teacher invites several pairs to present their answers, and gives comments and corrections, focusing on checking whether the vocabulary, expressions and grammar are used correctly. Third, advanced practice: group discussion. The teacher divides students into groups of 4-5, and puts forward a discussion topic: “What are the advantages and disadvantages of different types of mass media (newspapers, TV, Internet, social media)? How should we use the mass media correctly?” Before the discussion, the teacher gives students 5 minutes to think and organize their ideas, and reminds them to use the key vocabulary, expressions and grammar points they have learned. During the discussion, the teacher walks around the classroom, listens to the discussions of each group, and gives appropriate guidance and help to students who have difficulties in expression. After the discussion, each group sends a representative to share the group’s views with the whole class. For example, one group may say: “Newspapers are more authoritative, but they spread slowly. The Internet spreads quickly and interactively, but there is a lot of false information. We should distinguish true and false information when using the Internet.” After each group’s sharing, the teacher gives positive evaluation and supplements, and guides students to think more comprehensively about the influence of the mass media. Design Intention: The hierarchical practice design conforms to the law of students’ learning and cognitive development, from easy to difficult, helping students consolidate the key knowledge step by step. Basic practice focuses on checking the mastery of vocabulary and grammar; intermediate practice focuses on improving students’ ability to use language flexibly; advanced practice focuses on cultivating students’ oral expression ability, cooperative learning ability and critical thinking ability. Group discussion allows students to express their views freely in English, which not only improves their oral communication ability, but also enables them to have a deeper understanding of the theme of the mass media. Step 4: Reading and Comprehension (Text Analysis and Critical Thinking Training) The teacher distributes a reading passage related to the mass media. The passage mainly introduces the development of the mass media, the characteristics of different types of media, and the impact of the mass media on society and individuals. Before reading, the teacher asks students to predict the content of the passage according to the title and the pictures attached to the passage, and asks: “What do you think the passage will talk about? What are the main types of mass media mentioned in the passage?” Then, the teacher guides students to carry out three-step reading. First, fast reading: Students read the passage quickly within a certain time, and finish two tasks: 1. Find out the main idea of the passage. 2. List the types of mass media mentioned in the passage. After fast reading, the teacher invites students to share their answers, and summarizes the main idea of the passage: The passage introduces the development and types of the mass media, and discusses their positive and negative impacts on society and individuals. Second, careful reading: Students read the passage carefully, and answer the following questions designed by the teacher: 1. What are the characteristics of newspapers and television? 2. How has the Internet changed people’s way of getting information? 3. What are the positive impacts of the mass media? 4. What problems may the mass media bring? The teacher asks students to find the answers in the passage, underline the key sentences, and then discuss with their deskmates. After the discussion, the teacher checks the answers with the whole class, and analyzes the key sentences and difficult sentences in the passage, such as long sentences and complex sentences, helping students understand the structure and meaning of the passage deeply. Third, critical reading: The teacher guides students to think critically about the content of the passage, and puts forward questions: “Do you agree with the author’s views on the impact of the mass media? Why or why not? What should we do to avoid the negative impacts of the mass media?” Students think independently first, then share their views with the whole class. The teacher encourages students to put forward different opinions, and guides them to analyze and reason rationally. For example, some students may think that the mass media brings more convenience to people’s life, while others may think that the false information on the Internet brings great troubles to people. The teacher guides students to realize that the mass media is a double-edged sword, and we should use it rationally and critically. Design Intention: Reading training is an important part of English teaching, which can improve students’ reading ability and language comprehension ability. The three-step reading method (fast reading, careful reading, critical reading) helps students grasp the content of the passage step by step, from the overall idea to the detailed information, and then to critical thinking. The design of critical reading questions is conducive to cultivating students’ critical thinking ability, guiding them to look at the mass media from a comprehensive and objective perspective, and realizing the goal of core literacy training. At the same time, the analysis of key sentences and difficult sentences helps students break through the reading difficulties and improve their ability to understand complex texts. Step 5: Writing (Comprehensive Application and Expression) On the basis of the previous study, the teacher arranges a writing task: Ask students to write a short passage (about 120-150 words) titled “My View on the Mass Media”. The teacher puts forward the following requirements: 1. Briefly introduce the types of mass media you often use. 2. Analyze the advantages and disadvantages of the mass media you use. 3. Put forward your suggestions on how to use the mass media correctly. Before writing, the teacher guides students to sort out their ideas, and reminds them to use the key vocabulary, expressions and grammar points they have learned in this unit, such as “mass media, rely on, have an influence on, distinguish...from..., it is advisable to...” and the past perfect tense. The teacher also provides a simple outline for students to refer to: 1. Introduction: The types of mass media I often use (e.g., Internet, TV). 2. Body: The advantages and disadvantages of these media. 3. Conclusion: My suggestions on using the mass media correctly. During writing, the teacher walks around the classroom, provides guidance to students who have difficulties in writing, such as helping them organize their ideas, correct wrong sentences, and remind them of the use of vocabulary and grammar. After students finish writing, the teacher collects some students’ works (including excellent works and works with common problems), and displays them in front of the whole class. For excellent works, the teacher affirms and praises them, and analyzes their advantages, such as correct use of vocabulary and grammar, clear logic, and fluent expression. For works with problems, the teacher points out the existing problems gently, such as wrong use of tense, incorrect collocation of words, and unclear logic, and guides students to correct them. Then, students revise their own works according to the teacher’s comments and the excellent works displayed. Design Intention: Writing is a comprehensive reflection of students’ language application ability. This writing task is closely connected to the unit theme and the knowledge learned, which can help students consolidate the key knowledge and improve their ability to use language comprehensively. The provision of writing requirements and outlines helps students clarify their writing ideas and avoid aimless writing. The display and comment of students’ works not only can stimulate students’ writing enthusiasm, but also can help students find their own problems and learn from each other, so as to improve their writing level. At the same time, this task also helps students deepen their understanding of the mass media and express their own views, which is conducive to the cultivation of their critical thinking and language expression ability. Step 6: Summary and Extension First, summary: The teacher invites students to summarize the key knowledge learned in this class, including core vocabulary, key expressions, grammar points (past perfect tense), and the main content of the mass media. Then, the teacher makes a supplementary summary, emphasizing the key points and difficult points of this class, and combing the logical relationship of the teaching content, helping students form a systematic knowledge framework. Then, extension: The teacher puts forward an after-class task: 1. Review the key knowledge learned in this class, and finish the exercises in the textbook. 2. Surf the Internet to find a news report from a foreign media, read it carefully, and write a short comment (about 50 words) on the news report, focusing on analyzing the objectivity and authenticity of the news. 3. Discuss with your family members about the impact of the mass media on their lives, and share your views with the class in the next class. Design Intention: The summary link helps students sort out the knowledge learned in this class, strengthen memory, and form a systematic knowledge system. The after-class extension task connects the classroom teaching with the daily life and extracurricular learning of students, which not only can consolidate the knowledge learned in class, but also can expand students’ vision, improve their ability to collect and analyze information, and further cultivate their critical thinking ability and cross-cultural awareness. At the same time, it encourages students to communicate with others in English and in daily life, so as to realize the practical application of English. Step 7: Assessment and Feedback The assessment in this class is carried out in a combination of formative assessment and summative assessment. Formative assessment mainly includes the performance of students in the lead-in link, group discussion, reading and writing links, such as whether students actively participate in the activities, whether they can use the key knowledge correctly, and whether their oral and written expression is fluent. The teacher records the performance of students in the class at any time, and gives timely feedback and guidance. Summative assessment mainly includes the completion of the in-class practice tasks and the writing task. The teacher evaluates the accuracy of students’ answers in the practice tasks and the quality of their writing works, and records the results. After class, the teacher sorts out the common problems of students, such as the wrong use of the past perfect tense, the incorrect collocation of vocabulary, and the lack of critical thinking in the discussion and writing, and explains and reviews these problems in the next class. At the same time, the teacher invites students to evaluate their own learning situation and the learning situation of their group members, and put forward suggestions for the teaching of this class. The teacher listens carefully to the students’ suggestions and adjusts the teaching plan appropriately according to the actual situation. Design Intention: The combination of formative assessment and summative assessment can comprehensively and objectively evaluate students’ learning effect and language application ability. Formative assessment can timely find the problems in students’ learning process and give guidance, which helps students adjust their learning methods and improve their learning efficiency. Summative assessment can test the final effect of students’ learning and provide a basis for the subsequent teaching. The self-evaluation and peer evaluation of students can cultivate their self-reflection ability and cooperative learning awareness, and also help the teacher understand the students’ learning needs and adjust the teaching strategies, so as to improve the teaching effect. 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 $