Unit 6 The Media-Viewing Workshop 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-Viewing Workshop 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master viewing skills to understand multi-modal texts like interviews, grasp core vocabulary and sentences about digital advertising, and express views on media phenomena in simple English. Cultural Awareness: Help students understand the development of digital advertising in Asia, perceive the impact of media on different societies and cultures, and cultivate cross-cultural communication awareness. Thinking Quality: Guide students to analyze, judge and evaluate the content and influence of digital advertising, develop critical thinking and logical reasoning abilities. Learning Ability: Cultivate students’ ability to learn independently and cooperate in groups, master effective viewing strategies, and improve their comprehensive ability to use English in media-related contexts. 2. 教学重难点 Key Points: Master core vocabulary and expressions related to digital advertising and media interviews, grasp the main content and logical structure of the viewing material (an interview about the rise of digital advertising in Asia), and master basic viewing strategies such as information extraction and key point recording. Difficult Points: Understand the implied meaning and deep connotation of the interview content, accurately analyze the views of the interviewee, and use the learned knowledge to express personal views on digital advertising logically and fluently in English. 教学过程 Lead-in: Activate Theme and Arouse Interest The lead-in link is designed to connect students’ real life with the theme of the lesson, activate their existing knowledge reserve about media and advertising, and lay a foundation for the subsequent viewing activity. At the beginning of the class, the teacher starts with a question-and-answer interaction: “In our daily life, we can see all kinds of advertisements everywhere — on TV, mobile phones, billboards and even in shopping malls. What kinds of advertisements have you seen recently? And what do you think of them?” After inviting 2-3 students to share their views in simple English, the teacher further guides: “With the development of the Internet and digital technology, advertising has changed a lot. Traditional advertisements are gradually replaced by digital advertisements. Do you know what digital advertising is? And how does it develop in Asia?” Then, the teacher shows several typical examples of digital advertisements (such as short video advertisements, social media advertisements and live-streaming advertisements) through PPT, with simple English introductions for each example. For example, “This is a short video advertisement on Douyin. It is short, vivid and easy to attract young people’s attention. It is a very popular form of digital advertising now.” Through this link, students can quickly enter the theme of digital advertising, understand the basic form of digital advertising, and arouse their interest in the viewing material. At the same time, it can activate the vocabulary related to advertising that students have learned before, such as “advertisement”, “promote”, “attract” and so on, laying a language foundation for the subsequent viewing and discussion. Pre-viewing: Preview Vocabulary and Clarify Objectives The pre-viewing link is mainly to help students solve the language barriers in viewing, clarify the viewing objectives, and master basic viewing strategies, so as to improve the efficiency of viewing. First, the teacher introduces the background of the viewing material: “Today we will watch an interview from a program called Trending Business. The interviewee is Kevin Huang, a CEO, and he will talk about the rise of digital advertising in Asia. Before watching, let’s learn some key words and expressions that will appear in the video.” The teacher presents the core vocabulary and expressions on the blackboard or PPT, including “digital advertising”, “rise”, “CEO”, “trend”, “consumer”, “promotion”, “platform”, “social media”, “target audience”, “brand” and so on. For each word and expression, the teacher explains its meaning in simple English, gives example sentences related to the theme, and guides students to read aloud to familiarize themselves with the pronunciation and usage. For example, “Digital advertising refers to advertising displayed through digital devices such as mobile phones and computers. For example, many brands use social media platforms to do digital advertising to attract consumers.” After learning the vocabulary, the teacher clarifies the viewing objectives: “After watching the video, you should be able to finish three tasks: first, grasp the main idea of the interview and know what Kevin Huang talks about the development of digital advertising in Asia; second, extract key information, such as the reasons for the rise of digital advertising and its characteristics; third, understand the views of Kevin Huang on the future development of digital advertising.” In addition, the teacher teaches basic viewing strategies to the students: “When watching the video, you can take notes briefly, focusing on key words, time, figures and views; if you encounter some unfamiliar words, don’t stop, continue to watch and grasp the overall meaning first.” Then, the teacher invites students to repeat the viewing strategies and asks a few students to share how they usually take notes when watching English videos, so as to strengthen their memory and application of the strategies. While-viewing: Layered Viewing and Information Extraction The while-viewing link is the core of this lesson, which is carried out in three layers: first viewing, second viewing and third viewing. Each layer has clear tasks, which are gradually in-depth, helping students from understanding the overall content to extracting key information and then grasping detailed content, so as to effectively improve their viewing ability. First viewing: Get the main idea. The teacher plays the video completely for the first time, and asks students to watch it carefully without taking notes, focusing on the overall content. After watching, the teacher asks: “What is the main content of this interview? What is Kevin Huang talking about?” Invite several students to answer, and the teacher summarizes: “This interview is about the rise of digital advertising in Asia. Kevin Huang, as a CEO, shares his views on the development background, current situation and future trend of digital advertising in Asia.” At the same time, the teacher corrects the wrong expressions of students and guides them to use accurate English to express the main idea. Second viewing: Extract key information. The teacher distributes the viewing task list to each student, which includes the following questions: What are the main reasons for the rise of digital advertising in Asia? What are the characteristics of digital advertising mentioned by Kevin Huang? What platforms are used for digital advertising? What does Kevin Huang think about the future of digital advertising in Asia? Then, the teacher plays the video again, and students watch it while taking notes to complete the task list. During the viewing process, the teacher walks around the classroom, observes the students’ note-taking situation, and gives appropriate guidance to students who have difficulties, such as reminding them to focus on the key sentences spoken by the interviewee. After the second viewing, the teacher organizes students to discuss in groups of 4-5, check and supplement each other’s answers, and sort out the key information. Then, the teacher invites each group to send a representative to share their answers, and the teacher comments and supplements, and writes the key information on the blackboard to help students sort out the logical structure of the interview. For example, the reasons for the rise of digital advertising: the development of digital technology, the popularity of mobile phones and the change of consumers’ habits; the characteristics of digital advertising: targeted, interactive and cost-effective; the main platforms: social media, e-commerce platforms and short video platforms; the future trend: more intelligent and personalized. Third viewing: Grasp detailed content and implied meaning. On the basis of extracting key information, the teacher guides students to watch the video for the third time, focusing on the details and implied meaning of the interview. The teacher puts forward the following questions: What examples does Kevin Huang give to illustrate the development of digital advertising in Asia? What tone does Kevin Huang use when talking about digital advertising? Is he optimistic or pessimistic? What do you think is the implied meaning of Kevin Huang’s words “Digital advertising is not just a tool for promotion, but also a bridge between brands and consumers”? After watching, students discuss the questions in groups. The teacher guides students to analyze the details of the video, such as the examples mentioned by the interviewee (such as a brand using social media to launch a digital advertising campaign and achieving good results), and the tone of his speech (firm and optimistic), so as to help students understand the deep connotation of the interview. For example, for the third question, the teacher guides students to think: “Kevin Huang’s words mean that digital advertising is not only used to promote products, but also helps brands understand consumers’ needs and establish a good relationship with consumers, which reflects the important role of digital advertising in the development of brands.” In this link, through layered viewing and task-driven, students can gradually improve their ability to extract information, understand details and grasp implied meaning, and at the same time, their note-taking ability and cooperative learning ability are also trained. Post-viewing: Expand and Extend, Show and Evaluate The post-viewing link is designed to help students consolidate the knowledge and skills learned in the lesson, expand their thinking, and realize the application of knowledge, so as to improve their comprehensive language application ability and thinking quality. This link is divided into three parts: group discussion, group presentation and summary evaluation. First, group discussion. The teacher puts forward the discussion topic: “Combined with the interview content and your own life experience, discuss the advantages and disadvantages of digital advertising. And what suggestions do you have for the development of digital advertising in Asia?” Before the discussion, the teacher reminds students to use the vocabulary and expressions learned in the lesson, such as “advantage”, “disadvantage”, “target audience”, “personalized”, “intelligent” and so on, and encourages students to put forward their own views boldly. During the discussion, the teacher walks around the classroom, participates in the discussion of each group, guides students to express their views logically, and corrects their wrong expressions in time. For example, if a student says “Digital advertising is good”, the teacher guides him to be more specific: “Digital advertising has many advantages. For example, it is targeted, so it can better attract the target audience and save the cost of promotion.” For students who have difficulty expressing, the teacher gives appropriate prompts, such as providing sentence patterns: “In my opinion, the advantage of digital advertising is that...”, “The disadvantage of digital advertising is that...”, “I suggest that digital advertising should be more...”. Second, group presentation. After the discussion, each group selects a representative to give a presentation in front of the whole class, introducing the group’s views on the advantages and disadvantages of digital advertising and their suggestions. The presentation time of each group is 3-5 minutes. During the presentation, the teacher asks other students to listen carefully and take notes, and puts forward questions after the presentation. For example, after a group presents their views, the teacher asks: “Do you agree with their views on the disadvantages of digital advertising? Why or why not?” In the presentation link, the teacher evaluates the performance of each group from the aspects of content, language expression, logical structure and teamwork, affirms their advantages, and puts forward suggestions for improvement. For example, “Your group’s views are very comprehensive, and you have used many new words learned in the lesson. But there are some small mistakes in grammar. For example, you should say ‘Digital advertising is more personalized’ instead of ‘Digital advertising is more personal’. I hope you can pay attention to it next time.” Third, summary and evaluation. The teacher summarizes the whole lesson: “Today we watched an interview about the rise of digital advertising in Asia, mastered the core vocabulary and expressions related to digital advertising, learned how to extract key information from the video, and discussed the advantages and disadvantages of digital advertising. Through this lesson, we not only improved our viewing ability, but also developed our critical thinking ability.” Then, the teacher evaluates the students’ performance in the whole class, affirms the progress made by the students, such as active participation in discussion, accurate extraction of key information, and fluent expression of views, and encourages students who have difficulties to continue to work hard. At the same time, the teacher emphasizes the importance of viewing skills: “Viewing is an important language skill in the new curriculum standard. In our daily life, we can watch more English videos, such as interviews, documentaries and short films, to improve our viewing ability and comprehensive English level.” Consolidation and Extension: Homework Arrangement Homework is an important part of teaching, which can help students consolidate the knowledge and skills learned in class and extend the teaching content. The homework arranged in this lesson is divided into three levels, which are suitable for students of different levels, so as to achieve the purpose of hierarchical teaching. Basic homework: Review the core vocabulary and expressions learned in this lesson, and write 5 sentences using these words and expressions, which are related to digital advertising. Watch the video again after class, and sort out the key points of the interview in the form of a mind map (in English). Write a short passage of 80-100 words to introduce the main content of the interview. Improved homework: Find a digital advertisement that you are familiar with, and analyze its advantages and disadvantages in English (100-120 words). Simulate the interview in the video, and practice the dialogue with your deskmate, using the vocabulary and expressions learned in the lesson. Expanded homework: Research the development of digital advertising in one Asian country (such as China, Japan or South Korea), and write a short report of 150-200 words in English. Design a digital advertising plan for a brand you like, and introduce the plan in English (including the target audience, advertising platform and advertising content). Before assigning homework, the teacher explains the requirements of each level of homework clearly, and reminds students to complete the homework independently, pay attention to the accuracy of language expression and the logicality of content. At the same time, the teacher informs students that the homework will be checked and evaluated in the next class, and excellent works will be shared with the whole class. Teaching Reflection (Embedded in the Teaching Process) In the whole teaching process, the teacher pays attention to observing the students’ learning status and adjusting the teaching progress and methods in time. For example, if students have difficulty extracting key information during the second viewing, the teacher can play the key part of the video again to help them understand. If students are not active in the discussion, the teacher can put forward more specific guiding questions to stimulate their thinking. At the same time, the teacher pays attention to the integration of the four-dimensional core literacy. In the pre-viewing and while-viewing links, the language competence of students is trained by learning vocabulary and extracting information; in the discussion and presentation links, the thinking quality of students is developed by guiding them to analyze and evaluate digital advertising; in the process of understanding the development of digital advertising in Asia, the cultural awareness of students is cultivated; in the group discussion and homework links, the learning ability of students is improved by guiding them to learn independently and cooperate in groups. In addition, the teacher pays attention to the pertinence of teaching, aiming at the key and difficult points of the lesson, designs layered tasks and activities, helps students break through the difficult points, and consolidates the key points. For example, in the while-viewing link, through three-layer viewing, students gradually grasp the key and detailed content of the video; in the post-viewing discussion, students are guided to use the learned knowledge to express their views, so as to break through the difficult point of expressing personal views logically and fluently. In short, this teaching process takes the viewing material as the carrier, takes the task as the driving force, takes the students as the main body, and integrates the four-dimensional core literacy into each link of the teaching, so as to effectively improve the students’ viewing ability and comprehensive English application ability, and help students establish a correct understanding of media and digital advertising. 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 $