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Unit 6 The Media教学设计
单元主题 本单元围绕The Media话题展开，以多种形式的语篇呈现媒体的发展以及对我们生活的影响，并引导学生思考改编自小说的电影是否成功取决于哪些因素以及广告发展趋势，属于“人与社会”主题。整个单元的学习内容包含Topic Talk, Lesson 1-3, Writing Workshop, Viewing Workshop和Reading Club等，各课通过听、说、读、写、看等内容和活动，围绕该主题从不同的角度，引导学生进行主题意义探究。
单元目标 语言能力目标 掌握并运用与媒体相关的词汇和表达，了解说明文的行文思路和结构特点，学习影评写作特点和语言风格；听懂、获取并梳理人们对媒体反战的描述和基本知识信息。通过听力和阅读，提炼文中关于adapted movies、media、advertising等主题语篇的主要信息，理解制约纸书拍成电影的因素以及广告竞争中获胜的关键因素；通过写作，学习如何影评，分享自己的电影观后感。 文化意识目标 了解英语国家在中，主要大众媒体的情况，了解世界文化，培养世界意识， 思维品质目标 在听力和阅读之后，可以通过思维导图的形式来概括、提炼听力文本和阅读文本的主要信息，进而培养学生的结构化思维方式和清晰的条理；通过批判的看待从纸书到屏幕以及广告竞赛的发展，增强学生辩证看待问题的思维意识；对专家访谈的讨论和在此基础上分享个人见解，鼓励学生独立思考，增强学生批判性、创造性思维品质的培养。 学习能力目标 利用听力和口语中的对话，带动学生者进行同伴之间或小组内的模仿练习和角色扮演，培养学生的合作学习能力；通过视听说等各种渠道拓展学习方式，激发学习兴趣；通过阅读后对各种语言现象的思考和讨论，学会小组合作和探究式学习，提高学习的主动性。
Lesson 1 From page to screen板块教学设计 （建议两个课时，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与社会——评论原版小说与电影改编这一话题
内容分析 本文是一篇以原版小说与电影改编为话题的评论性议论文。在文章中，作者表达了对很多改编电影的失望之情，并从电影与原著的忠实程度、演员的选择，特枝的运用和原著作者的态度四个角度逐一深入剖析导致改编电影失败的原因。 从内容上看，本文首段从看电影与看小说两种不同的感受出发，引入改编的电影往往令观众和书迷失望这一现象，并由此提出议题——为什么改编电影经常失败。。第二、三、四、五段每段一个要点，逐段分析了失败的原因。作者在文章第五段结尾再次重申自己的看法，认为观看由自己钟爱的小说改编而成的电影不是一个好主意。 从结构上看，本文按照提出论点一分论点一总结：论点的顺序展开。篇首提出论点，主体部分四段分别探讨了小说改编成电影的过程中存在的四个问题。每段以主题句开头，并进一步用实例论证、道理论证：或比较论证的方法发展、支持主题句。文章条理清晰、脉络分明，论证具有说服力，是一篇值得欣赏、借鉴和学习的文章。 从语言的特征上看，本文行文严密，逻辑严谨，论述具体，是典型的议论文。第二到第四段，在分析论述中，多次采用各种论述方法，例如第一段的列举法，第二段的道理论证法，第四和第五段的举例论证法，学生可以在阅读中学习如何更有说服力地陈述个人观点。
教学目标 1. 获取并梳理本篇议论文的基本信息：论点与论据； 2. 整合文本信息，完成思维导图； 3. 基于所学，理解语篇意义： 4. 反思作者论述方法，并就相关主题分享自己观点； 5. 掌握it 用法。
教学重点 引导学生整合文本信息并形成结构化知识，对议论文体有更好的理解。
教学难点 引导学生理解文章主旨，定位每一段的主题词。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Words & expressions 1. T presents topic-related vocabulary Ss look at the pictures and speak out the words and expressions and consult the dictionary if necessary. Help Ss recall the topic-related words and get Ss familiar with the new words and expressions which will be used in the lesson.
Before reading T asks Ss the following two questions: a. Have you ever watched a film that is adapted from a book Which one do you prefer, the original book or the film made from it Why b. If you were a film maker, what difficulties might you have making a movie from a book Ss discuss with their partner and share their answers with the whole class. Activate Ss’ information related to the topic and explain some new words and expressions in the reading material.
While reading Activity 1 T asks Ss what does the title “From Page to Screen” mean Read Paragraph1, what the writer’s attitude towards it ” Ss read the first paragraph and get the main idea. Train students’ reading skills of observing and predicting the main idea of the text.
While reading Activity 2 T invites Ss to read the whole plete the diagram on Page53, focusing on the source materials for adapted films and the main challenges faced by film makers. Ss read carefully and underline the key words in each paragraph and complete the diagram. Ss get the detailed information of the structure of the article.
While reading Activity 3 T asks Ss to talk about why many adaptations fail with both cinema audiences and critics, based on this chart, . Ss read the text again and review the diagramme. Lead Ss to organize and use the information they obtain, and understand author’s opinions better.
While reading Activity 4 T guides Ss to conclude the main ideas and encourage critical thinking by asking What is the authors opinion at the end about adapted films Highlight the evidence in the article. Do you agree with the author’s point of view Why or why not Ss think about the questions and discuss with their group members their thinking. Guide Ss organize and summarize information and then offer their suggestions from their own point of view.
After reading Activity 1 T helps Ss explore the writing skills of the writer via thinking about a. How did the author introduce the problem b. From what aspects did the author analyze the problem c. How did the author conclude his argument Ss try to work out how the author organizes his argument. Ss analyze the way to write argumentative.
After reading Activity 2 T inspires Ss to focus the functions of it Ss classify the functions of it, match each sentence with the right description: a. third-person singular pronoun that refers to an object or an idea. b. a pronoun that works as a formal subject/ object. c. a pronoun that leads an emphasized part in a sentence. Ss master the use of it.
Conclusion T organizes Ss to discuss a film/ TV series they have watched that is adapted from a book, revolving around “ How does the film/ TV series differ from the book Do you think it is as good as the book Why or why not ” Ss work in group of four and discuss the two questions with group members and then share their result with the whole class. Consolidate what has been learnt and inspire students’ critical thinking.
Self-evaluation T presents Ss three questions to check Ss’ understanding. Ss answer the three questions individually and carefully. Ss assess their performance in the class and adjust their attitude and method in the next class.
Quiz T shows Ss two exercises and instructs Ss to finish them. Ss translate the three sentences into English, and fill in the blanks with the key vocabulary from the text. Practice and check whether Ss have learnt well.
Homework T asks Ss to retell the text with the help of the chart and finish Exercise 7 on Page 54. Ss finish it after class. Apply the language points related to the topic and the structure of the text to their retelling and deepen Ss’ understanding.

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