Unit 6 The Media-Lesson 2 Questions about Media 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-Lesson 2 Questions about Media 教学目标和重难点 教学目标 Language competence: Master media-related words and listen to and talk about media topics. Cultural awareness: Understand media differences in different cultures. Thinking quality: Develop critical thinking to distinguish facts from opinions. Learning ability: Improve cooperative learning and independent inquiry skills. 教学重难点 Key points: Master core vocabulary and expressions about media; understand the two listening dialogues and extract key information. Difficult points: Distinguish facts from opinions in listening materials and express personal views on media in fluent English. 教学过程 Lead-in: Activate Prior Knowledge and Guide into the Topic The lead-in link is designed to arouse students' interest in learning, activate their existing knowledge about media, and lay a good foundation for the subsequent listening and speaking activities. At the beginning of the class, the teacher greets students in English and starts with a daily topic closely related to students' life: “Good morning, everyone. In our daily life, we can get all kinds of information through different media. For example, we read news on our phones, watch TV programs at home, and read newspapers in the library. Now, please think about it: what kinds of media do you often use? And what do you use them for?” After asking the question, the teacher gives students 2 minutes to think independently, and then invites 3-4 students to share their answers in English. The teacher affirms and comments on each student's answer, and guides students to use simple and accurate expressions, such as “I often use WeChat to chat with friends and get news.” “I usually watch TV to relax and know about the world.” Then, the teacher further guides: “As we all know, the media is changing rapidly. The Internet has brought great changes to our life and the development of media. Do you think the Internet has an impact on traditional media? How does it change our way of using language? Today, we will learn Lesson 2 Questions about Media, and find the answers to these questions through listening and discussion.” In this link, the teacher closely connects the teaching content with students' real life, shortens the distance between students and the teaching topic, stimulates students' enthusiasm for participation, and at the same time implicitly leads to the key questions of the listening materials, laying a foreshadowing for the subsequent listening activities. At the same time, through the interaction between teachers and students, students' oral expression ability is initially exercised, and their learning initiative is mobilized. Pre-listening: Preview Vocabulary and Clarify Listening Goals Pre-listening preparation is an important link to ensure the smooth progress of listening activities. It mainly includes vocabulary preview and listening goal clarification, which helps students eliminate language obstacles and improve listening efficiency. First, the teacher presents the core vocabulary and expressions related to the listening materials on the blackboard or courseware, including “traditional media, digital media, newspaper, broadcast, influence, language usage, trend, distinguish, fact, opinion” and other words and phrases. For each word and phrase, the teacher reads it aloud, and asks students to follow along, correcting their pronunciation and intonation. Then, the teacher explains the meaning and usage of key words and phrases in simple English, combined with simple sentences related to the topic. For example, “Traditional media refers to media such as newspapers, radio and TV, which have a long history. Digital media is based on the Internet, such as mobile phones and computers.” “Distinguish means to tell the difference between two or more things. For example, we need to distinguish facts from opinions when we read news.” After the vocabulary explanation, the teacher organizes a quick memory game: the teacher says the Chinese meaning, and students quickly respond with the corresponding English words or phrases; or the teacher shows the English words, and students read them aloud and explain their meanings. This form not only helps students remember the vocabulary quickly, but also mobilizes the classroom atmosphere. Then, the teacher clarifies the listening goals for students: “In this class, we will listen to two dialogues. The first one is a conversation between a host and a media professor, talking about the impact of the Internet on traditional media, the changes of language usage and the development trend of newspapers. The second one is a dialogue between a young person and an elder, talking about how people paid attention to news 30 years ago. After listening, you need to be able to extract key information, answer related questions, and distinguish facts from opinions in the dialogues.” In addition, the teacher reminds students of listening skills: “When listening, pay attention to the key words, such as time, place, people and opinions. For the first dialogue, focus on the professor's answers to the three questions; for the second dialogue, pay attention to the differences between the past and present ways of getting news. If you miss some information, don't worry, you can make up for it in the second listening.” This link helps students establish a clear listening goal, master basic listening skills, and lay a solid foundation for the subsequent listening practice. While-listening: Step-by-Step Practice and Extract Key Information The while-listening link is the core of this lesson, which is divided into two parts: listening to the two dialogues separately, and designing hierarchical listening tasks according to the difficulty of the listening materials, so as to help students gradually improve their listening ability and extract key information accurately. Listening to the first dialogue (conversation between host and professor) First, the teacher plays the audio of the first dialogue for the first time. The task for students is to listen carefully and get the main idea of the dialogue. After listening, the teacher asks students: “What is the main topic of this dialogue?” Guides students to summarize: “It is a conversation about the impact of the Internet on traditional media, the changes of language usage and the development trend of newspapers.” Then, the teacher plays the audio for the second time. This time, students need to listen carefully and answer the following questions according to the dialogue: Has the Internet had an impact on traditional media? How has the Internet changed our way of using language? What is the development trend of newspapers in the future? After listening, the teacher invites students to answer the questions one by one. For the answers that are not accurate enough, the teacher plays the relevant part of the audio again, guides students to listen carefully and correct them. For example, for the first question, the correct answer is: “Yes, it has. The Internet has made traditional media face great challenges, but it also brings new opportunities.” For the second question, the answer is: “The Internet has made our language more concise and convenient. For example, we often use abbreviations and emoticons when chatting online.” For the third question, the answer is: “Newspapers will not disappear completely. They will focus on more in-depth reporting and target specific groups of people.” After answering the questions, the teacher organizes students to read the key sentences in the dialogue together, such as “The Internet has had a profound impact on traditional media, but it doesn't mean that traditional media will disappear.” “Our language has become more casual and concise because of the Internet.” This helps students consolidate the key information and understand the language expression of the dialogue. Listening to the second dialogue (conversation between young person and elder) On the basis of the first dialogue, the teacher guides students to listen to the second dialogue. First, the teacher plays the audio for the first time, and the task for students is to listen and judge whether the following statements are true (T) or false (F): Thirty years ago, people mainly got news through the Internet. People used to listen to the radio or read newspapers to get news. The elder thinks that the way of getting news now is more convenient than before. After listening, the teacher checks the answers with students, and explains the wrong answers by replaying the relevant audio clips. Then, the teacher plays the audio for the second time. Students need to listen carefully and fill in the blanks according to the dialogue. The blanks are mainly about the way people got news 30 years ago, such as “Thirty years ago, we didn't have mobile phones or the Internet. We usually _______ the radio in the morning and _______ newspapers after work. Sometimes we would talk about the news with our neighbors.” After students finish filling in the blanks, the teacher checks the answers, and guides students to read the completed sentences aloud, helping them master the key expressions such as “listen to the radio” and “read newspapers”. In this link, the teacher designs hierarchical listening tasks from understanding the main idea to answering questions and filling in the blanks, which conforms to the law of students' listening ability improvement. By playing the audio multiple times, students can fully understand the listening materials, extract key information, and at the same time consolidate the core vocabulary and expressions, laying a foundation for the subsequent oral practice. Post-listening: Consolidate and Extend, Improve Oral Expression Ability The post-listening link is mainly to help students consolidate the listening content, apply the learned knowledge to oral expression, and realize the transformation from listening input to speaking output, so as to improve their oral expression ability and thinking quality. Retell the listening content The teacher divides students into groups of 4. Each group is required to retell the content of the two dialogues together. One student retells the first dialogue, one student retells the second dialogue, and the other two students supplement and correct. The teacher walks around the classroom, observes the performance of each group, and gives guidance to students who have difficulties in retelling, such as reminding them of key words and sentences. After 5 minutes of group preparation, each group invites one representative to retell the listening content in front of the class. The teacher affirms the advantages of each representative's retelling, and puts forward suggestions for improvement, such as “You retold the content clearly, but you can use more complex sentences to make your expression more fluent.” Distinguish facts from opinions Combined with the listening materials, the teacher guides students to distinguish facts from opinions. First, the teacher explains the difference between facts and opinions in simple English: “Facts are things that are true and can be proved, while opinions are people's views or feelings about something, which may be different from person to person.” Then, the teacher lists some sentences from the listening materials, such as “The Internet has changed our way of using language.” (fact) “Newspapers are more interesting than the Internet.” (opinion) “Thirty years ago, people mainly got news through radio and newspapers.” (fact) “The way of getting news now is better than before.” (opinion) The teacher asks students to judge whether each sentence is a fact or an opinion, and explain the reasons. Then, the teacher organizes students to work in pairs, and each pair finds 2-3 facts and 2-3 opinions from the listening materials, and then shares them with the class. This activity not only helps students master the method of distinguishing facts from opinions, but also exercises their oral expression ability and critical thinking ability. Group discussion The teacher puts forward a discussion topic closely related to the listening content and students' life: “With the development of digital media, more and more people use mobile phones and the Internet to get information. Do you think traditional media such as newspapers and radio will disappear in the future? Why or why not? What are the advantages and disadvantages of digital media and traditional media?” Students are divided into groups of 5 to discuss the topic. During the discussion, the teacher requires students to use the vocabulary and expressions learned in this lesson, such as “traditional media, digital media, advantage, disadvantage, convenient, in-depth, concise” and so on. The teacher walks around the classroom, participates in the discussion of each group, guides students to express their views clearly, and helps students solve the language problems encountered in the discussion. For example, if a student doesn't know how to express “in-depth reporting”, the teacher can remind them of the phrase “in-depth reporting”. After 8 minutes of discussion, each group invites a representative to express the group's views in front of the class. The teacher comments on each group's speech, affirms their unique views, and guides students to think comprehensively. For example, “Your group has a clear point of view, and you listed the advantages and disadvantages of both media clearly. It's a good point that traditional media can provide more in-depth reporting, while digital media is more convenient. We should treat different media objectively.” Role-play To further improve students' oral expression ability and practical application ability, the teacher organizes a role-play activity. Students are divided into pairs, and each pair chooses one of the following scenarios to perform a dialogue: Scenario 1: A host interviews a media professor, asking about the impact of the Internet on traditional media and the development trend of media. Scenario 2: A young person talks with an elder about the changes in the way of getting news over the years. The teacher requires students to refer to the listening materials, and at the same time add their own views and ideas to make the dialogue more vivid and realistic. Students have 5 minutes to prepare the dialogue. After preparation, 2-3 pairs of students are invited to perform in front of the class. The teacher evaluates their performance from the aspects of pronunciation, intonation, language fluency and content richness, and gives positive feedback and guidance. For example, “Your performance is very good. The dialogue is fluent, and you have added your own views. If you can use more complex sentences, it will be better.” Summary and Consolidation: Sort Out Knowledge and Strengthen Memory In this link, the teacher guides students to sort out the knowledge learned in this lesson, consolidate the key points, and form a systematic knowledge structure. First, the teacher invites students to summarize what they have learned in this lesson, such as core vocabulary, listening content, and oral expression skills. Then, the teacher makes a supplementary summary: “In this lesson, we listened to two dialogues about media, mastered the core vocabulary and expressions related to media, learned to extract key information from listening materials, distinguish facts from opinions, and expressed our views on media through discussion and role-play. We also realized that different media have their own advantages and disadvantages, and we should use media rationally.” Then, the teacher arranges a small consolidation exercise: students are asked to write 3-5 sentences about their views on media, using the vocabulary and expressions learned in this lesson. After students finish writing, the teacher invites some students to read their sentences aloud, and comments on them, correcting the wrong expressions and guiding students to use the language more accurately. Homework Arrangement: Extend Learning and Apply Knowledge Homework is an important link to extend classroom learning and consolidate learning results. The homework arranged by the teacher is closely combined with the teaching content of this lesson, focusing on the application of knowledge and the improvement of students' comprehensive ability, and is divided into three levels to meet the needs of different students: Basic homework: Listen to the two dialogues of this lesson again, and write down the key sentences of each dialogue (at least 5 sentences). Review the core vocabulary and expressions learned in this lesson, and recite them. Improved homework: Write a short passage (about 80-100 words) about the advantages and disadvantages of digital media and traditional media, using the knowledge learned in this lesson. Extended homework: Interview your parents or grandparents about the way they got news when they were young, and compare it with the way you get news now. Write a short interview report (in English), and share it in the next class. The arrangement of hierarchical homework not only helps students consolidate the basic knowledge, but also encourages students to apply the learned knowledge to practice, expand their learning scope, and improve their comprehensive English ability. At the same time, the extended homework connects classroom learning with real life, which is conducive to cultivating students' inquiry ability and learning ability. 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 $