Unit 6 The Media-Reading Club 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-Reading Club 教学目标和重难点 教学目标 Language Ability: Master media-related vocabulary and sentence patterns, improve reading comprehension and expression skills to accurately obtain and convey information in the text. Cultural Awareness: Understand the development and influence of media in different countries, respect cultural differences in media communication. Thinking Quality: Cultivate critical thinking to analyze the advantages and disadvantages of various media and explore their impact on life. Learning Ability: Master reading strategies such as skimming and scanning, and develop autonomous and cooperative learning habits in group activities. 教学重难点 Key Points: Master core vocabulary and phrases related to media types and functions; understand the main content and structure of the Reading Club texts; grasp the reading strategies of distinguishing facts from opinions. Difficult Points: Analyze the implied meaning of the text and the author’s attitude; use media-related language to express personal views on media influence; cultivate critical thinking about media use. 教学过程 Step 1: Lead-in (Warm-up and Preview) The lead-in link is designed to arouse students’ interest in the theme of "media", activate their existing knowledge reserve, and lay a foundation for the smooth development of reading activities. First, the teacher creates a real life scenario by asking open-ended questions: "What media do you use in your daily life? How do these media help you get information, entertain yourself or communicate with others?" The teacher encourages students to speak freely, and guides them to list common media types such as newspapers, TV, the Internet, mobile phones, books and films. During the students’ speech, the teacher writes down key words and phrases on the blackboard, such as "newspaper", "TV program", "social media", "information acquisition", "entertainment", which helps students sort out their ideas and activate relevant vocabulary. Next, the teacher shows some pictures or short video clips about different media forms, including traditional media such as old newspapers and black-and-white TV, and modern media such as smart phones and social networking platforms. Then the teacher asks: "What changes have taken place in the media from the past to the present? What impact have these changes brought to our life?" This question guides students to think about the development of media and triggers their desire to explore the content of the text. At the same time, the teacher briefly introduces the background of the Reading Club texts: the Reading Club includes two parts, one is an expository text introducing the popularity of different media types in different countries, and the other is two letters between a mother and a son discussing the impact of mobile phones on daily life. This brief introduction helps students have a preliminary understanding of the text type and core content, and improves their reading pertinence. Finally, the teacher checks the students’ preview results. The teacher randomly asks students to read the new words and phrases in the text, such as "media", "popularity", "influence", "digital device", "balance", and corrects their pronunciation and intonation. At the same time, the teacher asks students to talk about their preliminary understanding of the text after preview, and sorts out the doubts they encountered, such as unfamiliar words, difficult sentences or unclear logical relationships, so as to focus on solving these problems in the subsequent reading links. Step 2: Pre-reading (Vocabulary and Text Prediction) The pre-reading link focuses on helping students master the core vocabulary and phrases, and guide them to predict the text content according to the title and clues, so as to improve their reading efficiency. First, the teacher focuses on explaining the key vocabulary and phrases closely related to the text. For each word or phrase, the teacher not only explains its meaning and part of speech, but also combines the context of the text to give example sentences, so that students can understand how to use it in practice. For example, when explaining "popularity", the teacher gives the example sentence from the text: "The popularity of newspapers varies from country to country."; when explaining "balance", the teacher combines the context of the letters and says: "We need to balance the use of digital devices and face-to-face communication." In addition, the teacher guides students to sort out the collocations of core words, such as "gain information from media", "have a great influence on life", "reduce the time of using mobile phones", which helps students better use these words in subsequent expression activities. After the vocabulary explanation, the teacher guides students to predict the text content. For the first expository text, the teacher shows the title "Media Popularity Around the World" and asks students: "What information do you think this text will introduce? Which countries may be mentioned? What media types will be discussed?" Students are encouraged to put forward their own predictions, such as "It may introduce the most popular media in China, the United States and other countries", "It may compare the popularity of traditional media and modern media", etc. For the two letters, the teacher shows the titles of the letters: "A Mother’s Letter to Her Son" and "A Son’s Reply" and asks: "What do you think the mother will say to her son? Why does the son need to reply? What may be the conflict between them?" Through these questions, students can associate their own life experience, make reasonable predictions, and enhance their sense of participation in reading. At the same time, the teacher briefly introduces the reading strategies to be used in this lesson: skimming and scanning. The teacher explains the purpose and method of skimming: skimming is to read quickly to get the main idea of the text, focusing on the title, topic sentence and conclusion; scanning is to read quickly to find specific information, such as time, place, figures and key words. The teacher gives a simple example to let students master the basic skills of these two reading strategies, which lays a foundation for the subsequent intensive reading link. Step 3: While-reading (Intensive Reading and Information Extraction) The while-reading link is the core part of the teaching process, which aims to guide students to read the text in depth, extract key information, understand the text structure and implied meaning, and improve their reading comprehension ability. This link is divided into two parts: reading the expository text and reading the two letters, and each part adopts the method of combining skimming, scanning and intensive reading. First, for the expository text "Media Popularity Around the World", the teacher guides students to carry out skimming first. Students read the text quickly within a certain range and try to summarize the main idea of the text. After reading, the teacher invites several students to share their summaries, and then summarizes and sorts out: this text mainly introduces the popularity of different media types (newspapers, TV, the Internet) in different countries (China, the United States, Japan, Germany), and briefly analyzes the reasons for the differences in media popularity. Then, the teacher guides students to carry out scanning activities, and assigns specific tasks: "Find out the most popular media in each country mentioned in the text and fill in the form". The teacher presents a form on the blackboard or multimedia, with the columns of "Country", "Most Popular Media" and "Reasons". Students read the text again quickly, find relevant information and fill in the form. After completing the task, the teacher checks the answers with the students, corrects the wrong information, and emphasizes the key sentences in the text, such as "In China, the Internet is the most popular media, with more than 90% of people using it to get information", "In Germany, newspapers are still very popular because people like to read printed materials". After scanning, the teacher guides students to carry out intensive reading. The teacher selects several difficult sentences in the text and explains them in detail, helping students understand the sentence structure and implied meaning. For example, the sentence "The development of the Internet has greatly changed people’s way of accessing information, making traditional media face great challenges." The teacher analyzes the sentence structure: the subject is "The development of the Internet", the predicate is "has changed", the object is "people’s way of accessing information", and the participle phrase "making traditional media face great challenges" is used as the adverbial of result. At the same time, the teacher guides students to think: "What challenges do traditional media face? How can they adapt to the development of the times?" This question guides students to go deep into the text and think about the development trend of media. In addition, the teacher guides students to analyze the text structure: the text is divided into three paragraphs, the first paragraph is the topic paragraph, introducing the theme of media popularity; the second paragraph introduces the media popularity in different countries; the third paragraph summarizes the impact of the Internet on traditional media. Through this analysis, students can master the structure of expository text and improve their ability to sort out text logic. Then, for the two letters between the mother and the son, the teacher adopts a similar teaching method. First, students skim the two letters to get the main idea: the mother writes to her son, hoping that he can reduce the time of using mobile phones and spend more time communicating with family; the son replies, explaining the reasons for using mobile phones frequently and promising to balance the use of mobile phones and family communication. Then, the teacher guides students to scan the letters to find key information: the mother’s worries (the son is addicted to mobile phones, ignores family communication, affects study and health), the son’s reasons for using mobile phones (relaxing after study, communicating with friends, getting information), and the son’s promise (reduce the time of using mobile phones, communicate more with family). The teacher invites students to read the key sentences aloud, and guides them to understand the emotional tone of the two letters: the mother’s tone is concerned and anxious, while the son’s tone is sincere and apologetic. In the intensive reading link of the letters, the teacher focuses on guiding students to analyze the implied meaning of the text and the author’s attitude. For example, the mother says: "I miss the days when we sat together and talked about your school life." The teacher asks students: "What does the mother imply by saying this? What is her real desire?" Students discuss in groups and conclude that the mother implies that the son’s addiction to mobile phones has reduced the communication between the family, and her real desire is to restore the close family relationship. Another example, the son says: "I realize that I have spent too much time on mobile phones and ignored your feelings." The teacher guides students to think: "What kind of change has the son had? What can we learn from it?" This question helps students understand the theme of the letters: we should correctly use digital devices and balance the relationship between media use and real life. At the same time, the teacher guides students to pay attention to the language characteristics of the letters, such as the use of polite language and emotional expressions, which helps students improve their ability to write letters in the future. During the while-reading process, the teacher pays attention to guiding students to use the reading strategies mastered in the pre-reading link, and encourages students to ask questions when they encounter difficulties. For students’ questions, the teacher does not directly give answers, but guides them to find answers through group discussion or re reading the text, so as to cultivate their autonomous learning ability and critical thinking. Step 4: Post-reading (Discussion, Practice and Extension) The post-reading link aims to help students consolidate the knowledge and skills learned, apply the language knowledge to practice, and expand their thinking, so as to realize the transfer and innovation of knowledge. This link is divided into three parts: group discussion, language practice and theme extension. First, group discussion. The teacher divides students into groups of 4-5 people, and assigns two discussion tasks. The first task is: "According to the expository text, compare the media popularity in different countries and analyze the reasons for the differences. What enlightenment can we get from it?" The second task is: "Combined with the two letters, discuss the advantages and disadvantages of using digital devices (such as mobile phones) for middle school students. How can we balance the use of digital devices and daily life?" Before the discussion, the teacher reminds students to use the vocabulary and sentence patterns learned in the text, and assigns a recorder and a speaker in each group. During the discussion, the teacher walks around the classroom, guides students to carry out in-depth discussion, helps them solve the language problems encountered in the discussion, and ensures that every student participates in the discussion. After the discussion, each group sends a speaker to share the group’s views. The teacher comments on the students’ speeches, affirms their advantages, points out their deficiencies, and guides them to improve their expression ability. For example, if a student says "Mobile phones are bad for us", the teacher guides him to express more accurately: "Mobile phones have some disadvantages for us, such as affecting our study and health if we use them excessively." Second, language practice. The teacher designs two practice tasks to help students consolidate the core vocabulary and sentence patterns. The first task is to fill in the blanks with the correct form of the given words and phrases, such as "popularity", "influence", "balance", "reduce", "gain information from". The sentences are closely related to the text content, such as "The ______ of social media is increasing among teenagers.", "We should ______ the time of watching TV and do more exercise." The second task is to make sentences with the given words and phrases, requiring students to combine their own life experience, such as "I usually gain information from the Internet because it is fast and convenient." After students complete the practice tasks, the teacher checks the answers, corrects the mistakes, and emphasizes the key points of word usage and sentence structure. At the same time, the teacher invites some students to share their sentences, and encourages them to use more flexible expressions. Third, theme extension. The teacher guides students to expand the theme of "media" and think about more in-depth issues: "With the rapid development of media, what changes will happen to the media in the future? How should we treat the impact of media correctly?" The teacher invites students to express their own views freely, and guides them to realize that media is a double-edged sword: it can help us get information, expand our horizons and facilitate communication, but it also brings some problems, such as false information, addiction to digital devices, and lack of face-to-face communication. Therefore, we should treat media correctly, make rational use of media, and let media become a helper for our study and life. At the same time, the teacher introduces some practical methods to use media rationally, such as setting a time limit for using digital devices, distinguishing the authenticity of information, and strengthening face-to-face communication with family and friends. Step 5: Summary and Homework The summary link helps students sort out the knowledge and skills learned in this lesson, and deepen their understanding of the theme. The teacher invites students to summarize the main content of this lesson, including the core vocabulary and phrases, the main content of the two texts, the reading strategies mastered, and the views on media. Then the teacher makes a comprehensive summary: in this lesson, we have learned the expository text about media popularity and the two letters about mobile phone use, mastered the core vocabulary and phrases related to media, learned to use skimming and scanning strategies to read the text, and discussed the impact of media on our life. We should cultivate critical thinking, correctly treat the advantages and disadvantages of media, and use media rationally. The homework is designed to consolidate the knowledge learned in class, extend the learning content, and promote the development of students’ comprehensive language ability. The homework is divided into three levels: basic homework, improved homework and challenging homework. Basic homework: 1. Recite the core vocabulary and phrases learned in this lesson. 2. Read the two texts again and write a 100-word summary for each text. Improved homework: 1. Write a short passage (150-200 words) about your favorite media, introducing its advantages and disadvantages and your views on it. 2. Discuss with your family about the use of digital devices and write down your feelings. Challenging homework: 1. Collect information about the development of media in recent years and make a small report. 2. Write a letter to your friend, advising him/her to use digital devices rationally. Before the end of the class, the teacher encourages students to continue to pay attention to the media around them, think about the impact of media on their life, and apply the knowledge learned in this lesson to practice. At the same time, the teacher reminds students to complete their homework on time and put forward their doubts in the next class. Throughout the teaching process, the teacher always adheres to the student-centered concept, focuses on the development of students’ four-dimensional core literacy, combines teaching with practice, and guides students to learn actively, think independently and cooperate with others. Through a series of hierarchical and interactive activities, students not only master the language knowledge and reading skills, but also improve their cultural awareness, thinking quality and learning ability, and truly achieve the teaching goal of "teaching students to learn and use". 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 $