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学校 课题 Unit6 The Media Lesson1 From Page to Screen
年级 高二 学科 英语
教材分析 【指导思想与理论依据】 《普通高中英语课程标准》（2020 修订版）指示，“普通高中英语课程具有重要的育人功能， 旨在发展学生的语言能力、文化意识、思维品质和学习能力等英语学科核心素养，落实立德树人根本任务 ”；“倡导指向学科核心素养发展的英语学习活动观和自主学习、合作学习、探究学习等学习方式。教师应设计具有综合性，关联性和实践性特点的英语学习活动，使学生通过学习理解、应用实践、迁移创新等一系列融合语言，文化和思维为一体的活动，获取、阐释和评判语篇异议，表达个人观点、意图和情感态度”。 【文本分析】 基于以上指导思想与理论依据，确定了本单元的大观念为“社会服务，人际沟通 ”，以标题The Media为引领，依托语篇，制定了本单元的子主题，分别为子主题一：媒体概况( Topic Talk & Reading club 1 Media: Facts and Figures） ； 子 主 题 二 :评 价 影 视 媒 体(Lesson1:From Page to Screen & Writing workshop: A Film Review& Project: Making a film scrapbook)；子主题三：谈论信息传递媒介 (Question about Media & Reading Club 2: Letters in the Smartphone Era)；子主题四： 谈论广告媒体 (Lesson3:The Advertising Game & Viewing Workshop: The Rise of Digital Advertising in Asia)。本单元紧紧围绕主题整体设计教学活动，从感知与注意、获取与理解、概括与整合的学习理解类活动，逐步进入内化与运用的应用实践类活动，再到迁移创新类活动，注重引导学生主动运用语言，提高综合语言运用能力。 What 基于作者的读书和观影经历有感而发的一种漫谈。一部电影可以取材自经典小说、短篇小说、漫画书、舞台剧，也可以取材于传记、自传等纪实性作品，甚至是代笔人写的作品。这些素材本可以拍出很棒的作品，但为什么许多改编、翻拍的电影却不受待见呢？作者在文中表达了对很多改编电影的失望之情，并从电影忠实于原著的程度，演员的选取、电脑科技的运用、小说作者对改编电影的态度四个角度逐一深入剖析了改编类电影失败的原因；在文章最后，作者指出，虽然改编之路崎岖，但仍然不乏质量上乘的改编作品的涌现，改编佳作仍值得期待、值得摸索。 How 本课文体属于议论文 从结构上看，本文按照提出论点一分论点一总结三个部分的顺序展开。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挑战。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。 Why 作者希望学生通过学习本课，感知两种典型的大众传播媒介--原著书籍和电影改编各自的情况，尤其是来自原著角度的“忠于原著”与来自电影翻拍角度的“改编幅度”之间的挣扎与定位使得小说改拍电影常陷于进退两难的境地。作者希望学生通过本课的学习，能理性地比较和认知不同的媒介特质，它们或许有功能上的类似性，但也有着本质上的无法替代 性。
学情 分析
教学目标 Language Competence: ·Acquire basic information and ideas of adapting the original into films and understand the structure of argumentative writing; ·Comb through challenges faced by filmmakers; ·Master and use media-related expressions. Learning Ability: ·Skim and scan for factual information; ·Know how to comment on adapted films objectively and create students’ own high-quality film scrapbooks according to the requirements listed in Project of Unit6 on page76. Thinking Quality: · Summarize how the author develops his writing to support his opinion on adapted films ·Develop critical and rational thinking ability. Cultural Awareness: ·Realize the necessity of making full use of the media to benefit our life and study; ·Cultivate the cooperative awareness in the group work.
教学重难点 Teaching Focus: ·Enable students to understand the challenges of adaptation failures; · Inspire students to figure out the structure and argumentative methods. Teaching Difficulties: ·Guide students to complete the post-reading activities with what they have learned in this class. ·Encourage students to develop critical and rational thinking.
教学方法 ◆Activity-based Teaching Method ◆Communicative and Cooperative Teaching Method ◆Situational Teaching Method
教学准备 ◆CAI(Computer-Assisted Instruction) ◆Learning sheet ◆Pad & blackboard design
教学环节 教学内容 教师活动 学生活动 智慧课堂应用及分析 1.功能选择 2.应用价值 3.评价体现 时长
Lead-in Activity 1- Talk freely ◆Get students to recall different types of the media learned in Topic Talk. ◆Present a short video concerning an adapted film and ask students two questions according to the video to lead in the topic of this class. ·Q1. Have you ever seen this film ·Q2.What’s your feeling of the video ◆Have students talk about their favorite books or adapted films and give reasons. ·Which one do you prefer, the original book or the film made from it ·Why ●Speak out types of the media. ●Describe their feelings after watching the video. ●Talk freely about their favorite books or adapted films and show reasons from different aspects. 1.屏幕推送和随机作答 2.检测学生的预习情况及听 、说等语言能力 3.锻炼学生英文表达能力，同时也激发同学们热情和参与课堂的积极性。 6mins
Pre-reading Activity 2- Have a prediction. ◆Demonstrate learning objectives. ◆Guide students to predict what the title means and what the text is probably about based on the previous free talk. ·Q1.What does “From Page to Screen” mean ·Q2.What does “Page” and “Screen” refer to ◆According to the title of this lesson, ask students to choose from four options to predict what will be talked about in the passage. ●Based on the previous free talk, students answer what “page” and “screen” refer to. ●According to the title of this lesson, students choose from four options to predict what will be talked about in the passage. 2mins
While- reading Activity 3- Skim for main idea of the passage ◆Give students one minute to skim and find key words in the first sentence of some paragraphs to get clues to check their prediction. ●Skim the passage to check their prediction and answer the question on their pads. 1. 抢答 2. 通过学生抢答，了解学生回答问题的主动性，判断学生参与课堂活动的积极性 3.使教学更有趣，并观察到了学生回答问题的合理性，判断了学生理解标题和预测信息的逻辑思 维能力。 2mins
While- reading Activity 4- Read Para. 1 for the author’s attitude ◆Guide students to read the first paragraph carefully and find out the author’s attitude and opinion on adapted films: ·What’s the author’s attitude towards adapted film ●Read paragraph 1 to get the author’s attitude and read the sentence out. 1. 随机选人 2. 通过观察学生回答问题的句子输出情况，判断学生抓取关键信息解答问题的能力 3. 训练学生通过快速阅读获取文章大概内容以及具体信息的能力,也提升了学生的英语学习兴 趣，检查效果好。 2mins
While- reading Activity 5- Read Para. 2 for the genre and the way the author introduce the problem. ◆Guide students to read Para. 2 and find out the source materials to complete the diagram ◆Then guide students to find out the questions raised by the author ◆Help students identify the genre of the text and explore the writing skills of the writer via thinking about: ·Q: How did the author introduce the problem ◆Encourage students to predict what will be talked about next according to the two questions raised by the author. ●Read paragraph 2 and read out the source materials of adapted films. ●Read out two questions raised by the author. ●Read and figure out how the author introduce the problem. ●Try to work out how the author organizes his argument. ●Make a prediction about what will be talked about next according to the key words “why” from the two questions. 3mins
While- reading Activity 6- Read Para. 3-6 for main challenges faced by film- makers. ◆Guide students to work in pairs to discuss the main challenges faced by filmmakers and check the answers ◆Summarize the key information ◆Get students to fill in the blanks to complete the reasons ◆Help students explore the writing skills of the writer via thinking about: · Q: From what aspects did the author analyze the problem ◆Ask students to read the last sentence of paragraph 6 to get the author’s attitude. ●Work in pairs to discuss the main challenges faced by filmmakers ●Read out the topic sentences of para3-6 and summarize the key information ●Find detailed information that the author supports his arguments to fill in the blanks. ●Try to work out how the author organizes his argument. ●Read the last sentence of paragraph 6 to get the author’s attitude. 6mins
While- reading Activity 7- Read Para. 7 for conclusion and its purpose. ◆Guide students to read the last paragraph to conclude the main ideas and encourage students’ critical thinking by asking: ·What is the author’s 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 ◆Help students explore the writing skills of the writer via thinking about: ·Q1.How did the author conclude his argument (writing technique) ·Q2. What is the purpose of the last paragraph ●Think about the questions and discuss with their group members their thinking. ●Try to work out how the author organizes his argument. 1.聚焦→讲解→放大→画笔→ 随机选人 2.强调了本段的内容及便于关键词的分析 3.通过观察学生回答问题的准确性，判断学生归纳总结结构信息，抓取关键信息解答问题的能力 3mins
While- reading Activity 8- Think & Share: read for structure and deep understanding ◆Demonstrate the general structure of an argumentative writing. ◆Raise two questions to help students get a deep understanding of the passage. ·Q1: How is the passage developed ·Q2: What’s the purpose of the passage ◆Ask Students to retell the text with the help of the chart and notes on the Blackboard. ●Figure out the structure of the passage. ●Answer questions on learning sheet and take photos of their answers with pads, and then retell to get a better understanding of the passage. 1.·互动→设置答题卡→PK作答 ·全班作答→学生拍照提交→选取作品展示 2.设置答题卡能快速了解全班作答的准确率；PK的方式使学生更专注于课堂活动； 拍照投屏便于随机抽查学生的答题情况。 3.使教学更高效 6mins
Post- reading: Group work Activity 9- Debate and accomplish the Project. ◆Divide students into two sides and give students some useful expressions to work in groups and debate: ·“Should books be adapted into films ◆Comment on students’ debate and guide them to think critically. ◆Guide students to migrate and innovate a film scrapbook to cultivate students’ cooperative awareness (Project). ◆Make a live video of Students’ works with the pad and present a digital scrapbook from one group. ◆Encourage students to present their final creation on the stage. ●Discuss in groups and debate “ Should books be adapted into films to realize the value of reading books and watching movies. ●According to the form of evaluation on page76,polish their scrapbooks by adding useful information learned in this lesson. ● Enjoy some well-made scrapbooks and comment on their own and others’ scrapbooks from four aspects objectively. 1. 相机→实物展台 2. 省时、便捷、直观地呈现出学生的作品 3. 通过观察学生讨论,展示分享观点的作品，判断学生大胆参与和分享观点的能 力，激励了学生的合作意 识，培养了学生的文化意 识。 9mins
Evaluation and Summary Evaluate students’ performance, share famous quotes and summarize what has been learned ◆Show an evaluation form including self-evaluation and peer-evaluation to check how well they learn and what can they learn from others. ◆Share with students some ●Make a self evaluation by presenting their scrapbooks and have a mutual evaluation to reflect on what should be improved and what can be learned from others. ●Read the quotes related to the 3mins
famous quotes to emphasize the value of both books and films. ◆Guide students to make a summary of the passage topic. ●Make a summary with the teacher together.
Homework Assign homework to consolidate what students have learned ◆ Give students some reference to write a speech themed “From page to screen” about their opinions on films adapted from the original book and clarify their reasons. ◆Optional assignment： have students choose one of English adapted films to watch and read its original book,comparing and clarifying which is better. ●Finish the homework after class. 1. 布置作业 2. 能在课后及时检测学生的提交人数及作业质量。 3. 提升电影欣赏的能力和品味，复习巩固本课所学，及时有效。 2mins
教学板书 Unit 6 The Media Lesson1 From Page To Screen Reading strategies: Predict Skim Scan How to develop an argumentative essay (Writing techniques) 1.Present attitude and questions 2.Show causes and effects 3.Give exceptions Argumentative Essay(structure) Part1: Para.1&2. Introduce the problem Part2: Para.3-6. Analyze the problem Part3: Para.7. Conclusion Book Film Source materials Challenges faced by filmmakers
教学反思 The reading material has been comprehensively analyzed, which follows the instruction of the core competences and the view of English activities very well. Second, the teaching activities are suitable and attractive to senior high school students, which develop their integrated language ability and cultivate their cooperative awareness. Third, I combined the teaching, learning and evaluating very well in this class. Highlights: logical design of teaching procedures and well-organized activities with the use ofCAI and pad. Disadvantages: insufficient sharing in students’ retelling the passage. Improvement: focus more on reaction of students with lower English proficiency so as to make these students take a more active part in class.

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