Unit 6 The Media-Writing 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-Writing Workshop 教学目标和重难点 1. 教学目标 Language Competence: Master vocabulary and expressions related to media and film reviews, grasp the structure and language features of film reviews, and improve the ability to express views clearly and logically in English. Cultural Awareness: Understand the characteristics of film and media culture in English-speaking countries, appreciate excellent films from different cultures, and cultivate a global perspective and cross-cultural communication awareness. Thinking Quality: Develop critical thinking by analyzing the strengths and weaknesses of films, form structured thinking through sorting out the writing framework, and enhance creative thinking in combining personal feelings with objective evaluation. Learning Ability: Cultivate the ability of autonomous learning and cooperative inquiry through imitating, practicing and revising writing, and master effective learning strategies such as extracting writing templates and summarizing experience. 2. 教学重难点 Key Points: Understand the basic structure of a film review (including basic information, plot introduction, comments and recommendations), master the key vocabulary, fixed collocations and sentence patterns used in film reviews, and be able to complete a standard film review with clear logic and appropriate language. Difficult Points: Balancing objective plot introduction and subjective evaluation, using linking words properly to ensure the fluency and coherence of the article, and expressing personal views accurately and vividly with appropriate language. 教学过程 Pre-writing: Lead-in and Input (Lay a Foundation for Writing) The pre-writing stage aims to activate students' prior knowledge, introduce the theme of film review, provide sufficient language and structure input, and lay a solid foundation for the subsequent writing practice. This stage mainly includes theme lead-in, sample analysis and language accumulation. First of all, theme lead-in is carried out to arouse students' interest. The teacher starts with the unit theme "The Media" and asks students questions related to films: "What kinds of films do you usually watch? Do you like to share your feelings after watching a film with others? How do you express your views on a film?" These questions are close to students' daily life, which can quickly attract their attention and stimulate their desire to express. Then, the teacher shows some posters of classic films (such as Beauty and the Beast, which is closely related to the textbook sample), and invites students to briefly introduce the films they know in English, such as the film type, main characters and general plot. In this process, the teacher guides students to use simple English expressions, corrects their wrong usages in time, and naturally leads to the topic of this lesson — writing a film review. The teacher explains: "Today, we will learn how to write a film review, which is a common way to express our views on films through written language. It not only helps us sort out our feelings after watching films, but also improves our ability to use English comprehensively." Next, sample analysis is carried out to help students grasp the structure of film reviews. The teacher presents the sample film review of Beauty and the Beast in the textbook, and guides students to read it carefully and discuss in groups. The discussion questions are designed as follows: 1. What information does the first paragraph of the sample mainly introduce? 2. How does the sample introduce the plot of the film? 3. What parts are included in the sample's comments on the film? 4. What is the function of the last paragraph? After the group discussion, each group sends a representative to share their views, and the teacher summarizes and sorts out the structure of the film review. It is emphasized that a standard film review usually includes four parts: the first paragraph (introduction), which briefly introduces the basic information of the film, such as the film name, director, release time, film type and core theme; the second and third paragraphs (plot introduction), which briefly introduces the main plot of the film without revealing the ending, focusing on the key plots and characters; the fourth paragraph (comments), which objectively evaluates the strengths and weaknesses of the film, such as the performance of actors, the quality of the plot, the use of music and photography, and combines personal feelings; the fifth paragraph (conclusion), which summarizes the overall feeling of the film and puts forward suggestions on whether it is worth watching. In the process of analysis, the teacher marks the key sentences and linking words in the sample, such as "directed by", "adapted from", "the plot is full of", "in my opinion", "on the one hand", "on the other hand", "in conclusion", etc., so that students can have a clear understanding of the language characteristics of film reviews. Finally, language accumulation is carried out to provide students with writing materials. The teacher sorts out the key vocabulary, collocations and sentence patterns related to film reviews, and explains and practices them. Vocabulary includes: film type (action film, comedy, tragedy, fantasy film, documentary, etc.), characters (director, actor, actress, protagonist, supporting role, etc.), evaluation words (excellent, wonderful, fascinating, moving, boring, dull, impressive, etc.). Collocations include: direct a film, star in a film, adapt from a novel, tell a story, convey a message, leave a deep impression on sb., be worth watching, etc. Sentence patterns include: 1. [Film name] is a [film type] directed by [director], which was released in [year]. 2. The film tells the story of [protagonist] who [main experience]. 3. What impresses me most is [specific content], because [reason]. 4. On the one hand, the film is outstanding in [strength]; on the other hand, it has some shortcomings, such as [weakness]. 5. In conclusion, I think this film is [evaluation], and I recommend it to [target audience]. After explaining, the teacher organizes students to carry out oral practice, such as asking students to use the above vocabulary and sentence patterns to describe a film they like, so as to consolidate the learned language knowledge and lay a foundation for writing. While-writing: Guidance and Practice (Improve Writing Ability) The while-writing stage is the core part of the lesson, which aims to guide students to apply the learned structure and language knowledge to practical writing, and help students solve problems encountered in the writing process. This stage mainly includes topic determination, outline formulation, writing practice and individual guidance. First of all, topic determination is carried out to ensure that students have clear writing direction. The teacher provides students with a variety of optional film topics, including classic films, popular films and campus microfilms, so that students can choose according to their own interests. For example: 1. Classic films: Beauty and the Beast, The Shawshank Redemption, Forrest Gump; 2. Popular films: the latest Hollywood blockbusters or domestic excellent films; 3. Campus microfilms: short films related to campus life, friendship or growth. At the same time, the teacher reminds students that when choosing a film, they should choose the one they are familiar with and can express in English, so as to avoid difficulties in expression due to insufficient understanding of the film. After students determine the topic, they report their chosen film to the teacher, and the teacher gives appropriate suggestions to ensure that the topic is appropriate and feasible. Next, outline formulation is carried out to help students sort out their writing ideas. The teacher guides students to formulate a detailed writing outline according to the structure of the film review summarized in the pre-writing stage. The outline should include the content of each paragraph: 1. Introduction: Basic information of the film (name, director, type, release time, core theme); 2. Plot introduction: Key plots and main characters, avoiding revealing the ending; 3. Comments: Strengths and weaknesses of the film, combined with personal feelings and specific examples; 4. Conclusion: Overall evaluation and viewing suggestions. The teacher provides a sample outline for students to refer to, and asks students to complete their own outline in groups. During the group discussion, students can exchange their ideas, put forward suggestions for each other's outlines, and improve the rationality and completeness of the outline. After the outline is completed, the teacher checks the outline of each student one by one, points out the existing problems (such as unclear logic, incomplete content, inappropriate focus, etc.), and guides students to revise and improve the outline. This link can help students sort out their writing ideas in advance, avoid confusion in the writing process, and ensure that the written article has clear logic and complete structure. Then, writing practice is carried out, and the teacher provides targeted guidance. Students start to write the film review according to their own outline, and the teacher walks around the classroom to observe the writing situation of students, and provides individual guidance for students who have difficulties. For example, some students may not know how to briefly introduce the plot without revealing the ending; the teacher guides them to focus on the beginning and development of the plot, and avoid describing the climax and ending in detail. Some students may have difficulty in using evaluation words and linking words; the teacher reminds them to use the vocabulary and sentence patterns accumulated in the pre-writing stage, and gives specific examples to help them express. Some students may have problems in grammar and spelling; the teacher corrects them in time and guides them to master the correct usage. At the same time, the teacher reminds students to pay attention to the use of tense in the film review — generally, the present tense is used to introduce the plot and evaluate the film, and the past tense is used only when it is necessary to describe specific historical background or shooting process. In addition, the teacher emphasizes the importance of handwriting, requiring students to write neatly and standardly, and avoid scribbling. In the process of writing, the teacher also pays attention to cultivating students' thinking quality. For example, when guiding students to write comments, the teacher encourages them to think critically, not only to affirm the strengths of the film, but also to objectively point out its shortcomings, and explain the reasons with specific examples. For example, when evaluating the plot of a film, students can be guided to think: "Is the plot logical? Are there any unreasonable parts? How does the plot reflect the theme of the film?" When evaluating the performance of actors, students can be guided to think: "Do the actors' performances conform to the characteristics of the characters? Which part of the performance is the most impressive?" This kind of guidance can help students develop critical thinking and make their comments more objective and in-depth. Post-writing: Revision and Evaluation (Optimize Writing Works) The post-writing stage aims to help students find the problems in their writing, revise and improve their works, and enhance their writing confidence. This stage mainly includes self-revision, peer evaluation, teacher evaluation and revision and improvement. First of all, self-revision is carried out to cultivate students' autonomous learning ability. After students finish writing, the teacher guides them to carry out self-revision according to the self-revision checklist. The checklist includes the following items: 1. Is the structure of the film review complete (including introduction, plot introduction, comments and conclusion)? 2. Is the basic information of the film accurate? 3. Is the plot introduction concise and not revealing the ending? 4. Are the comments objective and combined with specific examples? 5. Are the vocabulary and sentence patterns used correctly and appropriately? 6. Are there any grammar, spelling or punctuation errors? 7. Is the article fluent and coherent, and are linking words used properly? 8. Is the handwriting neat and standard? Students check their works item by item according to the checklist, correct the found problems, and improve their works. In this process, students can further understand the requirements of film review writing, and cultivate the habit of careful checking and autonomous revision. Next, peer evaluation is carried out to promote mutual learning among students. Students are divided into groups of 4-5, and each student reads the works of other group members and evaluates them according to the peer evaluation checklist. The peer evaluation checklist is similar to the self-revision checklist, and adds items such as "What are the advantages of this film review?" and "What suggestions do you have for revision?". When evaluating, students should affirm the advantages of their classmates' works, point out the existing problems, and put forward specific revision suggestions. For example, if a classmate's plot introduction is too detailed and reveals the ending, other students can suggest: "You can briefly introduce the beginning and development of the plot, and avoid describing the ending, so as to arouse the audience's interest in watching the film." After the peer evaluation, each student listens to the opinions of other group members, takes notes, and revises their own works according to the suggestions. Peer evaluation not only can help students find problems that they can't find in self-revision, but also can promote the exchange and learning among students, and improve their ability to appreciate and evaluate works. Then, teacher evaluation is carried out to provide professional guidance. The teacher collects the works of students after self-revision and peer evaluation, reads them carefully, and makes targeted comments. For the works with excellent performance, the teacher selects them as model works, reads them in class, and analyzes their advantages, such as clear structure, accurate language, in-depth comments and fluent expression, so as to set an example for other students. For the works with more problems, the teacher points out the key problems one by one, and gives specific revision suggestions, such as how to improve the logic of the article, how to use language more accurately, how to make comments more in-depth, etc. For individual students with poor writing foundation, the teacher communicates with them individually, understands their difficulties, and provides more detailed guidance to help them complete the revision of their works. At the same time, the teacher summarizes the common problems in students' writing, such as incorrect use of tense, improper use of linking words, unclear logic of comments, and many grammar errors, and explains and emphasizes them in class, so as to help all students avoid similar problems in future writing. Finally, revision and improvement are carried out to ensure the quality of works. Students revise their works again according to the teacher's comments and peer suggestions, and improve the deficiencies in their works. After the revision is completed, students submit their final works to the teacher. The teacher checks the revised works again, and gives positive evaluation to the students who have made obvious progress, so as to enhance their writing confidence. For students who still have problems, the teacher continues to provide guidance until they master the writing method of film reviews. Summary and Extension (Consolidate and Improve) At the end of the class, the teacher summarizes the key points of this lesson: the structure of film reviews, key vocabulary and sentence patterns, and the steps of writing and revision. The teacher emphasizes that writing a good film review requires not only mastering the correct structure and language, but also having a deep understanding of the film and objective and in-depth thinking. At the same time, the teacher encourages students to apply the learned writing method to their daily life, often write film reviews or comments on other media works, and constantly improve their English writing ability. In addition, the teacher designs extended tasks to consolidate the teaching effect. The extended tasks include: 1. Revise the film review written in class again, and share it with classmates in the next class; 2. Choose a film you like, write a film review with 150-200 words, and submit it to the teacher in the next class; 3. Read film reviews on English websites or magazines, accumulate excellent vocabulary and sentence patterns, and take notes. These extended tasks can help students consolidate the knowledge and skills learned in class, expand their learning scope, and improve their comprehensive English application ability. In the whole teaching process, the teacher always takes students as the main body, guides students to participate in various teaching activities actively, and integrates the four-dimensional core literacy into each link. Through pre-writing input, while-writing guidance and post-writing revision, students not only master the writing method of film reviews, but also improve their language ability, cultural awareness, thinking quality and learning ability, which fully reflects the teaching concept of "student-centered and core literacy-oriented". 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 $