Unit 6 The Media-Topic Talk 教案-2025-2026学年高中英语北师大版选择性必修第二册

Unit 6 The Media-Topic Talk 教学目标和重难点 教学目标 Language Competence: Enable students to master media-related vocabulary and expressions, understand listening materials about media types and functions, and express views on media use in English. Thinking Quality: Guide students to analyze the authenticity and objectivity of media information, develop critical thinking and logical reasoning ability. Cultural Awareness: Help students understand the characteristics of media in different cultural backgrounds and enhance cross-cultural communication awareness. Learning Ability: Cultivate students’ abilities of autonomous learning, cooperative discussion and information integration in the process of exploring media topics. 教学重难点 Key Points: Master core vocabulary and phrases related to media (such as broadcast, social media, clickbait), understand the main ideas of listening materials about media choices and pros and cons, and use learned language to discuss media-related topics. Difficult Points: Analyze the authenticity and objectivity of media information, and express personal views fluently and accurately in English in practical contexts. 教学过程 Lead-in: Activate Background Knowledge and Arouse Learning Interest The lead-in link is designed to activate students' existing knowledge about media, narrow the distance between the teaching content and students' real life, and lay a foundation for the follow-up listening and speaking activities. First, the teacher shows pictures and short video clips of various media forms with the help of multimedia equipment, including traditional media such as newspapers, radio and television, and new media such as WeChat, Weibo, TikTok and online news platforms. These materials are closely related to students' daily life, which can quickly attract their attention. After showing the materials, the teacher asks open-ended questions in English to guide students to think and communicate: "What media do you use most frequently in your daily life? Why do you choose this kind of media? What do you usually use it for?" The teacher encourages students to answer freely, not limited to simple words, but to try to express their ideas in short sentences. For example, some students may say, "I use WeChat most often because I can chat with my friends and get the latest news from it." Others may reply, "I prefer watching short videos on TikTok because they are interesting and can help me relax." In this process, the teacher pays attention to guiding students to use media-related words and expressions, and records the key words mentioned by students on the blackboard, such as "WeChat", "TikTok", "newspaper", "radio", "get news", "chat with friends", "relax", etc. This not only activates students' background knowledge, but also paves the way for the subsequent learning of new words and expressions. At the same time, the teacher guides students to realize the diversity of media forms and their close connection with daily life, laying a foundation for exploring the role and influence of media. Presentation: Learn New Vocabulary and Listening Materials This link is the core of the "learning and understanding" stage, mainly including two parts: new vocabulary teaching and listening practice, aiming to help students master the core language knowledge and understand the main content of the listening materials. First, the teacher focuses on teaching the core vocabulary and phrases related to the topic. Combined with the pictures and scenarios shown in the lead-in link, the teacher presents new words such as "broadcast", "editorial", "clickbait", "social media", "mass media", "authenticity", "objectivity" and phrases such as "rely on", "distinguish between... and...", "take advantage of", "be addicted to". For each new word and phrase, the teacher explains its meaning, pronunciation and usage, and gives example sentences closely related to students' life. For example, when teaching "clickbait", the teacher explains: "Clickbait refers to a headline or title that is designed to attract people to click on a link, but the content is often not as interesting as the headline." Then gives an example sentence: "Many websites use clickbait to attract more visitors." When teaching "distinguish between... and...", the example sentence is: "It is important for us to distinguish between true and false information on the Internet." In order to help students remember and master the new words and phrases better, the teacher designs simple interactive activities. For example, the teacher says a word or phrase, and students quickly respond with its Chinese meaning or make a simple sentence; or the teacher shows a scenario, and students use the learned words and phrases to describe it. This kind of interactive activity can not only enhance students' participation, but also help them consolidate the newly learned knowledge in practice. After the vocabulary teaching, the teacher leads students to carry out listening practice. The listening materials are selected from the Topic Talk part of the textbook, including two listening texts. The first text is a dialogue about the definition, role and influence of media, as well as the methods to judge the authenticity of media reports. The second text shows the different media choices of people of different ages and the influence of the Internet on young people. Before listening, the teacher guides students to predict the content of the listening materials according to the title and the pictures in the textbook. For example, the teacher asks: "What do you think the dialogue will talk about? What kinds of media may be mentioned?" This can help students establish a connection between the known information and the listening content, and improve their listening efficiency. Then, the teacher plays the listening materials for the first time, and asks students to listen carefully and get the main idea of each text. After the first listening, the teacher invites several students to share their understanding of the main idea, and corrects and supplements it in time. Then, the teacher plays the listening materials for the second time, and asks students to complete the corresponding exercises in the textbook, such as filling in the blanks, choosing the correct answers and judging true or false. In the process of listening, the teacher reminds students to focus on key information, such as time, place, people and key sentences, and teaches them simple listening skills, such as taking notes while listening and catching key words. After listening, the teacher checks the answers with students, explains the difficult points and key points in the listening materials, and guides students to understand the details of the listening content. For example, for the part about judging the authenticity of media reports in the first listening text, the teacher guides students to sort out the methods mentioned in the dialogue, such as checking the source of information, comparing different reports and verifying the facts. After the listening practice, the teacher leads students to read the listening scripts aloud. In the process of reading, the teacher guides students to pay attention to the pronunciation, intonation and stress of the sentences, and imitates the pronunciation and intonation of the speakers in the listening materials. This not only helps students consolidate the listening content, but also improves their oral expression ability. Practice: Strengthen Language Application and Promote Cooperative Learning This link belongs to the "application and practice" stage, aiming to help students apply the newly learned vocabulary, phrases and listening skills to practical communication, and cultivate their cooperative learning ability and oral expression ability. The teacher designs a variety of interactive activities, which are carried out in the form of group cooperation to ensure that every student can participate in the activities. The first activity is "Group Discussion: The Pros and Cons of Different Media". The teacher divides students into groups of 4-5, and assigns different media forms to each group, such as social media, newspapers, television, radio and online news. Each group is required to discuss the advantages and disadvantages of the assigned media, and list at least 3 advantages and 3 disadvantages. In the process of discussion, the teacher walks around the classroom, guides students to use the learned vocabulary and phrases, and helps students solve the problems encountered in the discussion. For example, if a group has difficulty expressing "the disadvantage of social media is that it is easy to make people addicted", the teacher can guide them to use the phrase "be addicted to" and help them organize the sentence. After the discussion, each group selects a representative to report the discussion results to the whole class. The representative needs to introduce the advantages and disadvantages of the assigned media clearly and fluently in English. After each group's report, the teacher makes comments, affirms the advantages of the group, points out the existing problems, and guides other students to ask questions or supplement. For example, after a group reports the advantages and disadvantages of social media, the teacher can ask other students: "Do you agree with their views? What other advantages or disadvantages can you add?" This can not only enrich the discussion content, but also improve students' ability to think and express independently. The second activity is "Role-Play: Interview About Media Use". The teacher asks each group to design an interview scenario. One student acts as the interviewer, and the other students act as interviewees of different ages (such as teenagers, middle-aged people and the elderly). The interviewer needs to ask questions about media use, such as "What media do you usually use?", "What do you think of the influence of new media on people's life?", "How do you distinguish between true and false information on the media?" The interviewees need to answer the questions according to their own understanding and the knowledge learned in class. Before the role-play, the teacher gives students a few minutes to prepare the interview questions and answers. In the process of role-play, the teacher encourages students to use the learned vocabulary and expressions flexibly, and pays attention to their oral expression fluency and accuracy. After the role-play, the teacher selects several groups to perform in front of the whole class, and makes comments and guidance, helping students improve their oral expression ability and communication skills. The third activity is "Information Sorting: How to Use Media Correctly". The teacher guides students to sort out the methods of using media correctly according to the listening materials and the discussion results. Students are required to work in groups to list the key points, such as "choose appropriate media according to their own needs", "distinguish between true and false information", "avoid being addicted to media", "use media to acquire useful knowledge" and so on. Then, each group writes the key points on the blackboard, and the teacher organizes students to sort out and summarize, forming a complete set of methods for correct media use. This activity not only helps students consolidate the knowledge learned, but also cultivates their ability of information integration and logical reasoning. Consolidation and Extension: Deepen Theme Understanding and Cultivate Core Literacy This link is the "transfer and innovation" stage, aiming to help students deepen their understanding of the theme of "the media", transfer the learned knowledge and skills to practical life, and further cultivate their critical thinking ability and cultural awareness. First, the teacher guides students to carry out a class discussion on the topic "The Influence of Media on Teenagers". The teacher puts forward guiding questions: "What positive influences does the media have on teenagers? What negative influences does it have? How can teenagers use the media correctly to avoid being affected negatively?" Students are encouraged to express their views freely, combine their own life experience, and use the learned vocabulary and expressions to support their views. For example, some students may say: "The media can help us get a lot of useful information and broaden our horizons. But some bad information on the media may affect our physical and mental health. So we should learn to distinguish between true and false information and avoid watching bad content." The teacher guides students to think comprehensively, not only seeing the positive side of the media, but also paying attention to its negative influence, and cultivating their critical thinking ability. Then, the teacher introduces the characteristics of media in different cultural backgrounds. For example, the teacher compares the media forms and communication styles in China and Western countries, and explains that due to cultural differences, the content and form of media are also different. For example, social media in Western countries pays more attention to personal expression and freedom of speech, while social media in China pays more attention to public welfare and positive guidance. Through this introduction, students can understand the diversity of media culture, enhance their cultural awareness and cross-cultural communication ability. In addition, the teacher assigns a small task to students: after class, students need to observe the media use of their family members, record their media choices and reasons, and write a short passage (about 80-100 words) in English to introduce their findings and express their own views on family members' media use. This task can not only let students apply the learned knowledge to practical life, but also cultivate their ability of observation and autonomous learning. Summary and Homework: Consolidate Knowledge and Extend Learning At the end of the class, the teacher summarizes the content of the lesson with students. The teacher reviews the core vocabulary, phrases and key points of the listening materials, and emphasizes the methods of using media correctly and the importance of cultivating media literacy. The teacher also summarizes the performance of students in the class activities, affirms their efforts and progress, and puts forward hopes and requirements for them, encouraging them to pay more attention to the media around them and use the media rationally in daily life. The homework is designed to consolidate the knowledge learned in class and extend students' learning. The specific homework includes three parts: First, recite the core vocabulary and phrases learned in this lesson, and make 5 sentences with the key phrases. Second, finish the listening exercises in the textbook again, and check the mistakes, then listen to the listening materials again to strengthen memory. Third, complete the short passage assigned in the extension link, and prepare to share it in the next class. In addition, the teacher suggests that students read more English news or articles about media in their spare time, so as to expand their vocabulary and improve their reading ability. Throughout the teaching process, the teacher adheres to the student-centered concept, focuses on the cultivation of students' four-dimensional core literacy, combines listening and speaking activities closely, and connects the teaching content with real life. Through a variety of interactive activities, students are encouraged to participate actively, which not only helps students master the language knowledge and skills, but also cultivates their critical thinking ability, cultural awareness and learning ability, laying a solid foundation for their subsequent English learning and lifelong development. 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 $