Unit 1 The media-E Cultural focus 讲义-2025-2026学年高中英语沪教版必修第三册

Unit 1 The media-E Cultural focus 教学目标和重难点 教学目标 Language competence: Master media-related expressions and analyze cultural texts. Cultural awareness: Compare Chinese and Western media cultures. Thinking quality: Develop critical thinking on media influence. Learning ability: Cooperate to explore cross-cultural media communication independently. 教学重难点 Key points: Grasp text themes, core vocabulary and cross-cultural media characteristics. Difficult points: Analyze media’s cultural shaping effects and express personal rational views on diverse media cultures in accurate English. 教学过程 Step 1: Lead-in and Context Activation The teacher opens the class by guiding students to recall the core theme of this unit, which centers on diverse forms and social functions of the media. The teacher presents a series of vivid and common media images covering traditional newspapers, television broadcasts, online social platforms and global news media channels, and invites students to observe and share their daily media contact experiences freely. Students are encouraged to talk about what media they usually use to obtain information, understand cultural stories and connect with the outside world, and briefly describe their intuitive feelings about different media contents. After students’ free sharing, the teacher puts forward open-ended guiding questions to narrow down the learning focus of this lesson. The questions involve how media carries local cultural features, how different countries’ media show unique cultural values, and whether media content will change with cultural differences. These questions naturally lead students to the core learning direction of Cultural focus, which is to explore the deep connection between media and cross-cultural communication. Design intent: This session connects daily life with the unit theme, activating students’ existing knowledge and life experience. Visual pictures and open discussions can fully arouse students’ learning interest, eliminate their strangeness to cultural topics, and lay a solid emotional and cognitive foundation for in-depth text learning. Step 2: Pre-reading Vocabulary and Background Exploration Combined with the theme of this lesson, the teacher selects core words and phrases closely related to cultural focus and media culture in advance, including journalism, cultural inheritance, global communication, cultural diversity, mainstream media, cultural spread and other key expressions. The teacher does not adopt rigid mechanical memorization, but combines simple situational sentences to explain the connotation, collocation and usage scenarios of these words, helping students understand vocabulary in specific contextual logic. Then, the teacher organizes students to carry out group brainstorming to explore simple background knowledge. Each group discusses and lists typical media products in Chinese and Western cultures, such as China’s official cultural media programs focusing on traditional heritage and Western mainstream news media focusing on social hot topics and individual perspectives. Groups sort out the obvious differences in content orientation, expression styles and communication purposes of these media forms, and record key viewpoints for subsequent classroom communication. The teacher supplements concise and targeted cultural background information, explaining that media is not only a tool for information transmission, but also an important carrier of cultural inheritance and cultural output. Different historical backgrounds, social systems and cultural traditions shape diverse media operation modes and content orientations in different regions, which is the core background for understanding this lesson’s text. Design intent: Focusing on key vocabulary can remove language barriers for subsequent text reading. Group brainstorming and background supplement help students build basic cross-cultural cognition, enable them to view media differences from a cultural perspective, and cultivate preliminary cultural observation and independent exploration awareness. Step 3: While-reading Text Comprehension and In-depth Analysis First, the teacher arranges skimming tasks and requires students to quickly browse the full text of Cultural focus. During the fast reading process, students need to grasp the overall structure of the article, clarify the core viewpoint of the text, and summarize the main content that the author intends to express around media and culture. Students are guided to mark the topic sentence of each paragraph and key logical connecting words to sort out the writing context of the whole passage. After completing skimming, the teacher checks students’ overall understanding by asking macro questions, such as what role the media plays in cultural exchange, and what challenges cross-cultural media communication faces. On the basis of mastering the general idea, the teacher further arranges intensive reading tasks, requiring students to read the text carefully paragraph by paragraph and dig into detailed information. In the process of intensive reading, the teacher designs progressive question chains to guide students to think layer by layer. For the introductory paragraph, students need to find out the definition of cultural media communication given in the text; for the argumentative paragraphs, students analyze the examples listed in the text to prove the influence of media on cultural integration and cultural differentiation; for the concluding part, students explore the author’s attitude towards balanced cross-cultural media development. Students are allowed to discuss difficult sentences in groups, analyze sentence structures and understand the deep meaning implied by complex expressions. In addition to information extraction, the teacher guides students to analyze the writing characteristics of the text. The text adopts objective discussion and typical case analysis, combining facts and viewpoints to discuss the dual role of the media in promoting cultural integration and maintaining cultural uniqueness. The teacher leads students to appreciate the rigorous logical thinking and neutral expression style of expository cultural texts, and helps students master the reading methods of such cultural articles. Design intent: Layered reading tasks from skimming to intensive reading conform to students’ cognitive rules of text learning. Hierarchical question chains guide students to shift from superficial information acquisition to deep logical analysis and textual appreciation. Cooperative discussion on difficult points can give play to students’ collective wisdom and enhance their ability to analyze and understand long and difficult texts. Step 4: Post-reading Cultural Comparison and Critical Thinking Discussion After fully understanding the text content, the teacher takes the cultural phenomena in the text as the starting point and expands classroom discussion around the core proposition of media and cultural diversity. The teacher divides students into fixed cooperative groups and assigns targeted discussion topics, including the similarities and differences between Eastern and Western media in spreading traditional culture, the positive and negative effects of globalized new media on local traditional culture, and how young people establish rational media literacy in the context of cross-cultural information flooding. Each group conducts in-depth discussions based on text content, combined with social hot events and real media cases around them. In the process of group communication, every member needs to express personal opinions in English, quote text viewpoints or real cases to support their ideas, and listen to and supplement teammates’ viewpoints to form a complete group conclusion. The teacher walks around each group, listens to students’ discussions in real time, gives timely guidance when students encounter expression difficulties or one-sided thinking, and corrects inappropriate English expressions and logical deviations. After group discussion, each group sends a representative to share the group’s viewpoints and analysis results in front of the whole class. After each group’s sharing, the teacher organizes simple interactive comments, guiding other students to put forward different opinions and supplementary contents, so as to form multi-angle collision of views. The teacher focuses on guiding students to view cross-cultural media differences dialectically, avoiding one-sided prejudice against a certain cultural media form, and recognizing the rationality and cultural roots of different media development modes. Design intent: Post-reading thematic discussion realizes the effective output of language knowledge and the internalization of text connotation. Group cooperation and on-stage expression exercise students’ oral expression ability and cooperative communication ability. Multi-angle view collision effectively cultivates students’ critical thinking quality and dialectical cross-cultural awareness, achieving the deep integration of language learning and cultural education. Step 5: Knowledge Consolidation and Situational Application To consolidate the key knowledge of this lesson, the teacher designs comprehensive classroom practice combining text understanding, vocabulary application and cultural cognition. The practice forms include blank filling of key paragraph content, judgment of cultural view sentences, and short answer questions combining text content with cultural phenomena. Students complete the exercises independently, and then the teacher explains the key and difficult items in a targeted manner, focusing on sorting out the easily confused vocabulary and complex cultural viewpoints in the text, helping students check their learning deficiencies and consolidate key knowledge points. On the basis of knowledge consolidation, the teacher sets up situational application tasks to realize the transfer and application of learning content. The situational task requires students to act as cultural media promoters and briefly design a media communication plan for spreading excellent local traditional culture to the world. Students need to select appropriate media forms, clarify communication contents, and write a short English introduction to explain the design reasons, which must be combined with the cross-cultural media communication laws learned in this lesson. Students complete the design and writing independently or in small groups. Outstanding works are selected for display and explanation. The teacher affirms students’ creative ideas and reasonable language expressions, and puts forward targeted optimization suggestions for the logical defects and expression deficiencies in the works, so that students can further optimize their language application ability and cultural thinking ability. Design intent: Hierarchical classroom inspection exercises help students consolidate basic knowledge and detect learning loopholes in a timely manner. Creative situational application tasks break the boundary between textbook knowledge and practical application, guide students to flexibly use what they have learned to solve practical problems, and strengthen the connection between English learning and cultural practice. Step 6: Classroom Summary and Extended Learning Arrangement The teacher leads all students to jointly review the key content of this lesson, sorting out the core theme of the Cultural focus part, key language points, main cross-cultural media differences and the important influence of the media on cultural inheritance and communication. The teacher integrates the scattered knowledge points into a complete logical system, emphasizing the core educational goal of viewing global media culture with an inclusive and rational perspective, and deepening students’ overall impression of the lesson’s learning content. Then, the teacher arranges hierarchical extended learning tasks to meet the learning needs of students at different levels. Basic tasks require students to sort out and recite the core vocabulary and classic sentences of this lesson, review the text content independently, and deepen their understanding of cultural texts. Improved tasks guide students to collect a short English report or video about international cultural media communication after class, sort out effective information, and record their learning insights. Extended tasks encourage students to write a short essay with clear logic, expressing their views on how the media promotes cultural mutual learning between different countries. The teacher emphasizes that media and cross-cultural communication are closely connected with real life. Daily browsing of diverse media information is a process of contacting different cultures. Students should always maintain independent thinking and cultural confidence in the information age, distinguish diverse media contents rationally, and absorb excellent cultural achievements from all over the world. Design intent: Systematic classroom summary helps students comb learning context and internalize core knowledge. Hierarchical extended tasks realize the extension of classroom learning to after-class time, meeting personalized learning needs. The final emotional guidance integrates cultural confidence and media literacy education, realizing the comprehensive promotion of students’ key competencies. 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 $