Unit 3 Paying the price-Reading and interaction 教案-2025-2026学年高中英语沪教版选择性必修第一册

Unit 3 Paying the price-Reading and interaction 教学目标和重难点 教学目标 It focuses on language ability by improving reading and interactive expression skills, cultivates cultural awareness through understanding commercial culture and rational consumption concept, develops thinking quality via critical analysis of stealth marketing, and enhances learning ability by guiding autonomous and cooperative exploration. 教学重难点 Key points: Grasp the definition, examples and operation mode of stealth marketing, and understand different attitudes towards it. Difficult points: Deeply analyze the hidden impact of stealth marketing and apply text knowledge to identify real-life marketing phenomena. 教学过程 Lead-in: Activate Prior Knowledge and Introduce the Topic The teacher starts the class with an interactive question: “Under what circumstances would you buy a product? And what factors usually influence your purchasing decisions?” Then, the teacher invites 3-4 students to share their answers in English, such as “I buy something because of genuine personal needs”, “Celebrity recommendations make me want to buy a product” or “Special offers attract me”. After the sharing, the teacher shows two pictures on the screen: one is a billboard with obvious advertising slogans, and the other is a beauty influencer using a skin-care product in her daily vlog without explicitly stating it is an advertisement. Then the teacher asks: “What is the difference between these two ways of promoting products? Have you ever noticed such implicit promotion around you?” After students’ tentative answers, the teacher introduces the core concept of the lesson: “Today we will learn a special marketing method called stealth marketing through the text, and explore its characteristics, influences and people’s different attitudes towards it. This will help us better understand the commercial world around us and become rational consumers.” Design Intention: Starting from students’ familiar consumption scenarios, the lead-in activity can quickly arouse students’ interest and activate their prior knowledge about advertising and consumption. By comparing obvious advertising with implicit promotion, it naturally leads to the core topic of “stealth marketing”, laying a foundation for the subsequent text reading. At the same time, it provides students with opportunities to practice oral expression, which is in line with the requirement of improving language ability in core literacy. Pre-reading: Preview Vocabulary and Predict Text Content Vocabulary Preview: The teacher lists key vocabulary related to the text on the blackboard, including stealth marketing, trendsetter, conventional advertising, target, promote, disguise, ethical, deceive, etc. For each word, the teacher guides students to guess the meaning through word formation, context hints or simple explanations. For example, “stealth” means “secret or hidden”, so “stealth marketing” can be guessed as “a hidden way of marketing”; “trendsetter” is composed of “trend” (trend) and “setter” (someone who sets), so it refers to “people who lead the trend”. Then, the teacher asks students to make simple sentences with these words in pairs, such as “Many young people are trendsetters who influence others’ consumption choices” or “Conventional advertising is usually easy to recognize”. After that, the teacher checks the students’ mastery of vocabulary through random questioning. Text Prediction: The teacher shows the title of the text “The Influencers” and the picture of the text (if any), and asks students to predict the content of the text: “What do you think the text will talk about? Who are the ‘influencers’? What do they do? How are they related to stealth marketing?” Students can discuss in groups of 4 for a few minutes, then each group sends a representative to share their predictions. The teacher writes down the key points of students’ predictions on the blackboard, such as “The text may talk about how influencers promote products secretly” or “It may introduce the advantages and disadvantages of stealth marketing”. Finally, the teacher summarizes: “Your predictions are very reasonable. Now let’s read the text to check whether your guesses are correct and learn more details about stealth marketing.” Design Intention: Vocabulary is the foundation of text reading. Previewing key vocabulary can help students remove language barriers in reading, improve reading speed and comprehension. By guiding students to guess word meanings and make sentences, it not only helps them master vocabulary, but also cultivates their word-learning ability, which is an important part of learning ability in core literacy. Predicting text content can stimulate students’ reading motivation, make them read with purpose, and cultivate their logical reasoning ability and predictive thinking, which is conducive to the development of thinking quality. While-reading: Layered Reading and In-depth Comprehension This part is divided into three steps: skimming, scanning and intensive reading, to help students understand the text from the overall to the local, from the surface to the deep. Skimming: The teacher asks students to read the text quickly and answer two questions: (1) What is the main topic of the text? (2) What are the two different attitudes towards stealth marketing mentioned in the text? After reading, students answer the questions independently. The teacher checks the answers and summarizes: “The main topic of the text is stealth marketing, including its definition, examples and operation mode. The two different attitudes are from the marketer Tanya who supports it and the psychologist who opposes it.” Design Intention: Skimming is a basic reading skill that helps students grasp the main idea of the text quickly. By setting simple and targeted questions, it guides students to focus on the core content of the text, avoids blind reading, and cultivates their ability to extract key information, which is an important part of language ability. Scanning: The teacher asks students to read the text again carefully and complete the following tasks in groups: (1) Find out the definition of stealth marketing in the text and copy it down. (2) List the two examples of stealth marketing mentioned in the text. (3) Compare stealth marketing with conventional advertising and fill in the table (the table is prepared by the teacher, including the aspects of recognizability, cost and effectiveness). After the group discussion, the teacher invites each group to present their answers, corrects mistakes and supplements key points. For example, the definition of stealth marketing: “It is a method of advertising products without letting people realize you are trying to make them buy something.” The examples: a young man and a girl promoting a new computer game in a café repeatedly; a “tourist” promoting a camera by asking people to take photos with it. The comparison: conventional advertising is easy to recognize, expensive and less effective; stealth marketing is hard to spot, cheap and more effective. Design Intention: Scanning focuses on training students’ ability to locate specific information quickly. By setting tasks that require extracting details, it guides students to read the text carefully and accurately, and helps them understand the specific content of stealth marketing. Group cooperation can promote students’ communication and interaction, improve their cooperative learning ability, and also help students with weak foundation learn from others, which is in line with the requirement of enhancing learning ability. Intensive Reading: The teacher guides students to read the text paragraph by paragraph, focusing on analyzing key sentences, logical relationships and the attitudes of different characters. First, read Paragraph 1 and 2: The teacher asks: “How does the author introduce stealth marketing? What is the effect of using examples at the beginning of the text?” Students discuss and answer: “The author introduces stealth marketing by giving specific examples. Using examples can make the concept more vivid and easy to understand, and arouse readers’ interest.” Then, the teacher analyzes the key sentence: “Unlike conventional advertising, which is easy to recognize on billboards or in fashion magazines, stealth marketing is hard to spot and thus more effective.” The teacher guides students to understand the comparative structure “unlike...which..., ...is...” and asks them to make similar sentences. Next, read Paragraph 3 and 4: The teacher asks: “Who are usually hired as stealth marketers? Why? How do they promote products?” Students answer: “Trendsetters are usually hired as stealth marketers because they have a lot of followers and can influence others’ choices. They promote products by posting daily content containing the products on social media without explicitly stating it is an advertisement.” The teacher then asks: “What does Tanya think of stealth marketing? What are her reasons?” Students find Tanya’s views in the text: She thinks stealth marketing is a smart way to promote products, because it is cheap and effective, and people are more likely to trust recommendations from people they admire than obvious advertisements. Then, read Paragraph 5 and 6: The teacher asks: “What is the psychologist’s attitude towards stealth marketing? Why does he hold this attitude?” Students answer: “The psychologist opposes stealth marketing. He thinks it is unethical because it deceives consumers by hiding the purpose of promotion, and consumers may make wrong purchasing decisions without knowing the truth.” The teacher guides students to analyze the key word “ethical” and discuss: “Do you think stealth marketing is ethical? Why or why not?” Finally, read the last paragraph: The teacher asks: “What is the author’s attitude towards stealth marketing? How do you know?” Students discuss and conclude: “The author does not clearly support or oppose stealth marketing. He just introduces different views and lets readers judge for themselves, which can be seen from the sentence ‘Whether stealth marketing is ethical or not is a question that everyone must answer for themselves’.” Design Intention: Intensive reading is the key link to deepen text comprehension. By analyzing key sentences, logical relationships and character attitudes, it helps students understand the deep meaning of the text, master the usage of key language points, and improve their language analysis ability. The discussion on the ethics of stealth marketing can stimulate students’ critical thinking, guide them to look at things from multiple perspectives, and cultivate their thinking quality. At the same time, it helps students understand the commercial culture behind stealth marketing, which is conducive to enhancing their cultural awareness. Post-reading: Interactive Discussion and Knowledge Application Group Discussion: The teacher divides students into groups of 4-5 and assigns the following discussion topics: (1) Do you think stealth marketing is ethical? Please give your reasons. (2) Have you ever encountered stealth marketing in your life? Please share your experience. (3) As consumers, how can we identify and deal with stealth marketing? Each group chooses one topic to discuss in detail, and appoints a recorder to take notes and a representative to present the group’s views. During the discussion, the teacher walks around the classroom, provides guidance for students who have difficulty expressing, and reminds students to use the vocabulary and sentence patterns learned in the text. After the discussion, each group’s representative presents their views. For example, some students think stealth marketing is unethical because it deceives consumers, while others think it is acceptable if it does not harm consumers’ interests. Some students share their experience of being influenced by influencers’ recommendations to buy products, and put forward suggestions such as “paying attention to whether the promoter has hidden interests” and “not blindly following others’ recommendations” to deal with stealth marketing. The teacher comments on students’ presentations, affirms their reasonable views, and supplements relevant points to help students form a more comprehensive understanding. Vocabulary and Sentence Pattern Consolidation: The teacher designs some exercises to help students consolidate the key vocabulary and sentence patterns learned in the text. (1) Fill in the blanks with the key vocabulary: stealth marketing, trendsetter, conventional, ethical, deceive. (2) Rewrite the sentences using the comparative structure “unlike...which..., ...is...”. For example, “Conventional advertising is expensive. Stealth marketing is cheap.” can be rewritten as “Unlike conventional advertising which is expensive, stealth marketing is cheap.” Students complete the exercises independently, then the teacher checks the answers and explains the key points. Role-play: The teacher divides students into pairs and assigns roles: one is a marketer who wants to promote a new kind of drink through stealth marketing, and the other is a consumer who is being promoted. Students need to design a dialogue based on the text content, using the vocabulary and sentence patterns learned. For example, the marketer can pretend to be a consumer and say: “I recently tried a new drink. It tastes very good and is good for health. You should try it too.” The consumer can ask: “Is this a kind of advertisement? Do you have any interest in promoting this drink?” After students finish designing the dialogue, invite 2-3 pairs to perform in front of the class. The teacher comments on their performance, focusing on the use of language and the rationality of the plot. Design Intention: Post-reading activities are designed to help students apply the knowledge learned in the text to practical communication, realizing the transformation from “input” to “output”. Group discussion can stimulate students’ thinking, improve their oral expression ability and cooperative learning ability. Vocabulary and sentence pattern consolidation can help students consolidate their language knowledge and improve their language application ability. Role-play can make students better understand the operation mode of stealth marketing, enhance their sense of participation and interest in learning, and at the same time, cultivate their ability to use language in real scenarios, which is in line with the requirements of core literacy. Summary and Homework Summary: The teacher invites students to summarize the main content of the lesson independently. Then, the teacher makes a final summary: “In this lesson, we have learned about stealth marketing, including its definition, examples, operation mode and different attitudes towards it. We have mastered some key vocabulary and sentence patterns, and discussed the ethics of stealth marketing. Through this lesson, we not only improved our reading and oral expression skills, but also learned to look at commercial marketing phenomena rationally, which is helpful for us to become wise consumers.” Homework: (1) Read the text again and recite the key paragraphs (Paragraph 1, 3 and 5). (2) Write a short passage (about 150 words) about your views on stealth marketing, using the vocabulary and sentence patterns learned in the lesson. (3) Survey your classmates or family members about their experiences of encountering stealth marketing, and take notes for the next class sharing. (4) Preview the grammar part of this unit (the passive in the past continuous and the past perfect). Design Intention: Summary helps students sort out the knowledge learned in the lesson, form a systematic knowledge framework, and deepen their understanding of the text. Homework is designed to consolidate the knowledge learned in class, extend the learning content to daily life, and lay a foundation for the next lesson. Reciting key paragraphs helps students consolidate language knowledge and improve their language sense. Writing a short passage can train students’ writing ability. The survey task can help students connect the text with real life, enhance their ability to observe and analyze real problems, and cultivate their learning ability and thinking quality. 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 $