Unit 6 The Media-Lesson 1 From Page to Screen 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 1 From Page to Screen 教学目标和重难点 教学目标 Language Competence: Master key words and phrases related to film adaptation and media, understand the structure and logical development of argumentative essays, and improve abilities in reading comprehension, oral expression and written output. Cultural Awareness: Understand the cultural connotation behind literary works and film adaptations, respect the diversity of media expression, and cultivate a rational attitude towards different cultural communication forms. Thinking Quality: Develop abilities in analyzing, reasoning and critical thinking through exploring the reasons for the success and failure of film adaptations, and learn to view the relationship between books and films objectively. Learning Ability: Master effective reading strategies such as skimming, scanning and detailed reading, cultivate autonomous learning and cooperative inquiry abilities, and form good learning habits. 教学重难点 Key Points: Grasp the main idea and structural framework of the text, understand the author’s attitude towards film adaptations from books, and master key vocabulary (such as adaptation, cast, CGI, screenwriter) and sentence patterns related to film adaptation. Difficult Points: Analyze the logical relationship between paragraphs and the author’s argumentation methods, understand the implied meaning of the text, and use the learned knowledge to express personal views on film adaptations rationally and fluently. 教学过程 Pre-reading Activities The pre-reading stage aims to activate students’ prior knowledge, arouse their interest in the topic, and lay a solid foundation for the in-depth understanding of the text. First, the teacher starts with a warm-up activity to guide students to think and communicate. The teacher shows pictures of well-known film adaptations on the screen, such as "The Godfather" adapted from the novel of the same name, "Harry Potter" series adapted from J.K. Rowling’s novels, and asks students to have a free discussion: "Have you ever watched a film adapted from a book? Which one do you prefer, the original book or the adapted film? Why?" During the discussion, the teacher encourages students to express their views freely in English, and records key words and sentences mentioned by students on the blackboard, such as "original book", "adapted film", "plot", "character", etc. This activity not only shortens the distance between teachers and students, but also activates students’ relevant background knowledge and stimulates their enthusiasm for participating in the class. Next, the teacher introduces the topic of the lesson. The teacher writes the title "From Page to Screen" on the blackboard and asks students to predict the content of the text: "What do you think this text will talk about? What aspects will it involve?" Students may put forward guesses such as "how books are adapted into films", "the advantages and disadvantages of film adaptations", "the difficulties in film adaptation", etc. The teacher affirms students’ guesses and guides them to focus on the text, laying a foreshadowing for the subsequent reading activities. Then, the teacher presents the new words and phrases needed in the text, focusing on explaining key vocabulary and difficult words. For example, explain "adaptation" (n. adaptation), "cast" (n. cast), "CGI (Computer Generated Imagery)" (computer-generated imagery), "screenwriter" (n. screenwriter), "faithful" (adj. faithful), "compromise" (v. compromise), etc. The teacher explains the meaning and usage of these words through context, examples and word formation, and asks students to make sentences with the new words to ensure that students can understand and use them correctly in the reading process. For example, when explaining "faithful", the teacher can give an example: "A good film adaptation should be faithful to the original book." and ask students to make similar sentences according to their own understanding. Finally, the teacher briefly introduces the background of the text. The text is a comment article written by a columnist James Hope on the topic of novels and films adapted from novels. The author expresses his disappointment with many adapted films, analyzes the reasons for the failure of adapted films from four aspects, and points out that there are also a small number of successful adapted films. This introduction helps students understand the genre and core content of the text in advance, and improves their reading efficiency. While-reading Activities The while-reading stage is the core part of the teaching process, aiming to guide students to read the text in layers, grasp the key information, understand the structure of the text and the author’s argumentation ideas, and improve their reading ability. The teacher divides this stage into three parts: skimming, scanning and detailed reading, guiding students to read step by step and in depth. First, skimming. The teacher asks students to read the whole text quickly, ignoring the new words and sentences that are not understood temporarily, and complete two tasks: 1. Summarize the main idea of the text; 2. Judge the author’s attitude towards film adaptations from books. After reading, the teacher invites several students to share their answers. The teacher corrects and supplements them, and summarizes the main idea of the text: The text discusses the phenomenon of film adaptations from books, analyzes the reasons for the failure of many adapted films, and also mentions that there are successful cases, expressing the author’s rational attitude towards film adaptations. The author’s attitude is neither completely negative nor blindly positive, but critical and objective. Through skimming, students can quickly grasp the overall framework of the text and lay a foundation for in-depth reading. Second, scanning. The teacher asks students to read the text again, scan the key information quickly, and complete the following form. The form includes four aspects: the source of film adaptation materials, the reasons for the failure of film adaptations, the performance of successful film adaptations, and the author’s suggestions. Students need to find relevant information from the text and fill in the form. During the process, the teacher walks around the classroom, guides students who have difficulties, and reminds students to pay attention to the key sentences of each paragraph (usually the first or last sentence of the paragraph). After students finish filling in the form, the teacher organizes students to exchange and check, and explains the key information in detail. For example, in the part of the source of film adaptation materials, students can find that the source materials include classic novels, short stories, comic books, stage plays, biographies, autobiographies, etc. In the part of the reasons for the failure of film adaptations, the author puts forward four points: the difficulty in balancing the loyalty to the original book and the innovation of the film, the improper selection of the cast, the excessive use of CGI technology, and the inappropriate participation of the original author in the adaptation. Through scanning, students can sort out the key information of the text systematically, improve their ability to extract information, and understand the logical structure of the text more clearly. Third, detailed reading. The teacher guides students to read each paragraph carefully, analyze the sentence structure, understand the implied meaning of the text, and explore the author’s argumentation methods. For the first paragraph, the teacher asks students to read it carefully and think about the question: "What is the author’s view put forward at the beginning of the article? How does the author attract the readers’ attention?" Students can find that the author puts forward the view that "it is always a bad idea to watch a film of a book you love" at the beginning, which is surprising and can attract the readers’ attention. The teacher then guides students to analyze the sentence structure of the key sentence, such as the usage of the infinitive structure "to watch a film of a book you love" as the real subject, and the attributive clause "you love" modifying "a book". For the third to sixth paragraphs, which are the core parts of the text, the teacher guides students to analyze each reason for the failure of film adaptations in detail. For example, in the third paragraph, the author discusses the difficulty in balancing the loyalty to the original book and the innovation of the film. The teacher asks students to find the key sentences in this paragraph: "The first problem is that films have to be much shorter than books, so directors often have to cut out important parts of the story. This can make the film feel rushed and underdeveloped." Then, the teacher guides students to discuss: "Why is it difficult for directors to balance loyalty and innovation? What are the consequences of not balancing well?" Through discussion, students can deeply understand the author’s point of view and the reasoning process. For the seventh paragraph, the teacher asks students to read it carefully and think about: "Why does the author mention successful film adaptations? What is the purpose?" Students can understand that the author mentions successful cases to show that although there are many difficulties in film adaptation, it is still possible to make excellent adapted films, which reflects the author’s objective and rational attitude. During the detailed reading process, the teacher also focuses on explaining difficult sentences and grammatical points, such as the usage of "it" as a formal subject, the attributive clause, the adverbial clause of reason, etc., helping students break through the language difficulties and improve their ability to understand complex sentences. Post-reading Activities The post-reading stage aims to help students consolidate the knowledge learned, apply the learned language and thinking methods to practice, and realize the migration and innovation of knowledge. This stage includes three parts: language consolidation, discussion and expression, and writing practice. First, language consolidation. The teacher organizes students to carry out vocabulary and sentence pattern exercises to consolidate the new words and phrases learned in the text. The teacher can design the following exercises: 1. Fill in the blanks with the correct form of the given words (adaptation, cast, faithful, compromise, etc.); 2. Rewrite the sentences with the given sentence patterns (such as the infinitive structure as the real subject, the attributive clause, etc.); 3. Match the words and their meanings. After students finish the exercises, the teacher checks and explains them, focusing on the common mistakes of students, such as the incorrect form of words, the improper use of sentence patterns, etc., to help students master the language knowledge solidly. In addition, the teacher guides students to sort out the key phrases and sentence patterns in the text, such as "be faithful to", "cut out", "take on", "in addition to", "It is + adj. + to do sth.", etc., and asks students to recite and use them flexibly. Second, discussion and expression. The teacher puts forward a discussion topic based on the text: "Do you agree with the author’s view that ‘it is always a bad idea to watch a film of a book you love’? Why or why not? If you were a director, how would you adapt a book into a film?" The teacher divides students into groups of 4-5, and asks each group to discuss the topic fully. During the discussion, the teacher walks around the classroom, guides students to use the learned vocabulary and sentence patterns to express their views, and helps students who have difficulties in expression. After the discussion, each group sends a representative to make a speech in front of the class, sharing the group’s views. The teacher comments on the students’ speeches, affirming their advantages, pointing out their deficiencies, and guiding students to express their views more fluently and logically. For example, if a student says: "I don’t agree with the author’s view. Because some film adaptations are very faithful to the original book and can show the charm of the original book more vividly. If I were a director, I would first read the original book carefully, understand the author’s intention, and then choose the appropriate cast and shooting methods to ensure that the film can retain the core content of the original book and have its own characteristics." The teacher can affirm the student’s view and guide him to use more complex sentence patterns to enrich his expression. In addition, the teacher can also design a role-play activity. Ask students to play the roles of the author, a director, a reader and a film audience, and hold a discussion on "How to make a successful film adaptation". Each role has its own position and views: the author focuses on the loyalty to the original book; the director focuses on the artistry and marketability of the film; the reader pays attention to whether the film can retain the core content of the original book; the film audience pays attention to the viewing experience of the film. Through role-play, students can better understand different perspectives, improve their oral expression ability and cooperative communication ability, and deepen their understanding of the text. Third, writing practice. The teacher asks students to write a short comment (about 150 words) based on the discussion and the text, with the topic "My View on Film Adaptations from Books". The teacher guides students to sort out their ideas before writing: first, put forward their own views on film adaptations; then, support their views with specific reasons and examples; finally, summarize and put forward their own suggestions. During the writing process, the teacher reminds students to use the learned vocabulary, phrases and sentence patterns, pay attention to the logical connection of the article, and ensure that the language is fluent and the views are clear. After students finish writing, the teacher collects some students’ works, comments on them in class, points out the advantages and deficiencies, and guides students to revise their works. For example, for a student’s work, the teacher can comment: "Your view is clear, and you have used some key words learned in the text, such as ‘faithful to’, ‘cast’, etc. But there are some grammatical mistakes in the article, and the logical connection between sentences is not close enough. You can use some conjunctions such as ‘however’, ‘therefore’ to connect sentences, making the article more coherent." Through writing practice, students can apply the learned language knowledge to written output, improve their writing ability, and deepen their understanding of the topic. Summary and Homework At the end of the class, the teacher summarizes the content of the lesson. The teacher reviews the main idea of the text, the key vocabulary and sentence patterns, the author’s attitude and argumentation methods, and emphasizes the four-dimensional core literacy goals achieved in this lesson, such as improving language ability, developing thinking quality, cultivating cultural awareness and learning ability. The teacher also encourages students to pay more attention to the phenomenon of film adaptations in daily life, think independently, and form their own views. Then, the teacher assigns homework. The homework is divided into three levels to meet the needs of different students: 1. Basic homework: Recite the key words, phrases and key sentences in the text; read the text aloud and record it; finish the exercises in the textbook. 2. Improved homework: Revise the short comment written in class, and enrich the content and improve the language expression; find a film adapted from a book, watch it, and write a film review (about 200 words), comparing the differences between the film and the original book. 3. Extended homework: Search for relevant information about successful film adaptations, analyze their successful reasons, and share them in the next class; discuss with family and friends about their views on film adaptations, and record the discussion content. In addition, the teacher reminds students to preview the next lesson, understand the relevant background knowledge, and prepare for the next class. Through the above teaching process, students can not only master the language knowledge related to the text, improve their reading, speaking and writing abilities, but also develop their critical thinking and cooperative inquiry abilities, cultivate a rational attitude towards different media forms, and realize the all-round development of 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 $