Unit 3 The world online Reading A world without frontier 阅读板块深度解读与能力提升训练-2025-2026学年高中英语译林版（2020）必修第三册

阅读板块深度解读与能力提升训练（译林版）必修三 Unit 3 The world online The Internet: a world without frontier —————————————— ◄文本解读► ————————————— 一、文本定位与课标要求对照 课标维度 具体要求 本文体现 主题语境 人与社会·科技发展与信息服务 聚焦互联网的全球连接、信息获取、生活便利与社会交往功能 语篇类型 说明性议论文（Expository-Argumentative） 以说明为主，兼具论证和劝导功能 语言技能 理解、分析、评价科技类文本；识别语篇结构和语言特征 采用“总-分-总”结构，运用大量例证和数据说明 文化意识 理解科技对生活方式和社会关系的重塑 探讨互联网如何打破地理界限，建立全球社区 思维品质 辩证看待科技利弊，培养负责任使用意识 在列举优势后提出警示，体现批判性思维 二、作者写作目的与核心价值 1. 主要目的 教育普及：系统阐述互联网的核心优势，帮助读者理解其变革性力量。 价值引导：在积极肯定的基础上，提出负责任使用的警示。 全球视野构建：强调互联网创造“无国界世界”（world without frontiers）的理念。 现实应用指导：通过具体生活场景（订餐、购物、社交等）展示互联网的实际价值。 2. 核心价值主张 互联网是发现、奇迹和灵感的源泉——但需要负责任地使用。文本通过三层递进的优势论证（信息获取→生活便利→社交纽带），最终落脚于辩证使用的呼吁，体现了“科技向善”的价值导向。 三、语篇结构与特征分析 宏观结构：经典的总-分-总框架 各部分详解 1. 开篇总述（第1段）：宏大视角定调 核心句：The Internet has the power to connect people across the world to a single shared community. 修辞手法： 1). 夸张（Hyperbole） The Internet has the power to connect people across the world to a single shared community. 分析：用“connect people across the world”（连接全世界的人）和“a single shared community”（一个单一的共享社区）这种宏大的表述，突出互联网能力的无限性，带有一定的夸张色彩。 2). 递进（Climax） Billions of people... have joined it already, and obviously many more will follow. 分析：从“数十亿人已经加入”到“显然还有更多人会加入”，通过数量和时间上的递进，强调互联网普及的趋势不可阻挡。 3). 对比（Contrast） Even in the countryside... reach beyond their villages and get in touch with the outside world. 分析：将“乡村”（局限的地理范围）与“外部世界”（广阔的空间）进行对比，突出互联网打破地域限制的能力。 4). 排比（Parallelism） We can achieve almost anything online—with access to the Internet come some truly life-changing advantages. 分析：通过“achieve anything online”和“life-changing advantages”两个结构相似的短句，形成语气上的并列增强，强调互联网带来的多重益处。 5). 断言/确信语气（Assertion） obviously many more will follow 与 We can achieve almost anything online 分析：使用“obviously”（显然）和“almost anything”（几乎任何事情）等肯定性词语，以坚定、不容置疑的语气强化观点，增强说服力。 6). 隐喻（Metaphor） 隐含的隐喻：将互联网比作一个能连接全球的“社区”或“桥梁”（“shared community” 和 “reach beyond” 暗示了空间障碍的消除）。 效果：使抽象的技术能力具象化，更易于理解和共鸣。 总结修辞目的： 这段文字通过综合使用夸张、递进、对比、排比、断言和隐喻等手法，层层推进地塑造了互联网强大、普及、打破局限、赋能变革的正面形象。其核心修辞策略是通过强调互联网的无限潜力和必然趋势，激发读者对互联网价值的认同和向往。 2. 主体分述（第2-4段）：平行递进的三重优势 优势一：信息获取革命（第2段） 论证逻辑：速度对比 图书馆找一本书的时间 → 搜索引擎百万结果 （传统效率低） → （互联网高效） 核心隐喻：the world’s knowledge is all at our fingertips（知识触手可及） 例证范围：从日常（recipes）到专业（military affairs），体现全覆盖。 数据支撑：the majority of people turn to暗示统计依据 优势二：生活便利化（第3段） 论证逻辑：场景对比 过去：逛店找靴子、雨中等出租车、现金支付。 现在：在家比较、APP叫车、手机支付。 （麻烦耗时） → （简单舒适） 术语引入：electronic commerce (e-commerce) 与通俗解释 场景化写作：Sit back and relax indoors... 营造沉浸感 排比结构： You can have food delivered... you can compare styles and prices... you can make all your travel arrangements... 优势三：社交纽带的重塑（第4段） 论证逻辑：距离消除 物理距离阻碍 → 沟通软件解决 → 情感连接维系 核心观点：physical distance no longer gets in the way 连接形式列举：instant message, group chat, video call, comment... 展示多样性。 情感诉求：let someone know we care about them 触及人性需求。 3. 辩证转折与升华（第5段） 转折标志：However, while... 体现成熟辩证思维。 类比论证：As with any great invention... 将互联网置于技术史中审视。 劝导句式： we must be aware... and be careful to use... properly and responsibly Only in this way can...（倒装句强调条件） 诗化收尾：a world without frontiers 呼应开篇“single shared community”，形成闭环。 四、语言特色与衔接手段 1. 词汇特征 科技术语通俗化：electronic commerce → e-commerce 具象动词集群： 信息类：access, find out, search, bring up, turn to 行动类：deliver, compare, order, pay, establish, maintain 情感积极词汇：life-changing, unbelievably convenient, comfort, relax, wonder, inspiration 2. 句式与修辞 对比结构：Gone are the days of searching shop after shop... you can compare... in the comfort of your living room. 反问加强语气：Why wait hopelessly for a taxi in the cold rain? 排比增强气势：第4段沟通方式列举 数据量化表达：Billions of people, millions of results 3. 衔接与连贯 逻辑连接词明确： 添加：also, above all else 转折：However, while 代词指代清晰：it（指代Internet）, these problems（指代前文隐性问题） 主题词复现：Internet（11次）, access（3次）, world（4次） 五、教学应用建议（基于课标） 1. 语篇分析训练 结构图绘制：要求学生用图表标出“总-分-总”结构及三大优势。 论证方法识别：找出文中的对比论证、例证论证、数据论证。 文体辨析：对比说明文与议论文在本文中的融合特征。 2. 思维品质培养 优势排序讨论：文中三大优势的排序是否合理？可否调整？ 隐含问题推断：作者说“being connected has its problems”，可能指哪些问题？ 辩证写作练习：以“However, while...”为开头，续写一段关于互联网问题的论述 3. 语言学习聚焦 科技术语学习：e-commerce, search engine, communication software等。 修辞手法分析：隐喻（fingertips）、排比、反问等效果分析。 连接词应用：学习使用However, While, Above all else等衔接词。 4. 跨学科联系 信息技术：结合互联网工作原理。 社会学：探讨“虚拟社区”对现实社会的影响。 伦理学：讨论“负责任使用”的具体内涵。 六、文本的教育价值 本文虽积极肯定互联网价值，但通过最后的辩证段落，完整呈现了《课标》倡导的科技素养教育： 认知维度：理解互联网的核心功能 技能维度：学习有效获取和筛选信息 态度维度：培养负责任、有意识的使用习惯 价值维度：认识科技服务于人的根本目的 这种既展现技术魅力又提示理性警惕的写法，为学生提供了平衡的技术观，符合数字时代公民教育的核心要求。教师可借此文引导学生超越“工具使用”层面，思考科技与人、个体与全球共同体之间的深层关系。 ———————————— ◄课文复述与理解► ———————————— I. 熟读课文，完成以下内容。 (每空填1-3词) The Internet has transformed our world into a 1 shared community, connecting billions globally. Its power allows people, even in remote 2 , to reach beyond their immediate surroundings. The text highlights three life-changing advantages. First, it provides quick and easy 3 to a vast amount of information. The world's knowledge is metaphorically at our 4 . A simple click can yield millions of search results, making the Internet the 5 place people seek information. Secondly, the Internet brings unbelievable 6 through 7 , or e-commerce. This removes the need for activities like searching 8 for products or waiting in the 9 for a taxi. Instead, we can arrange everything from food delivery to travel and make payments via 10 from the comfort of home. Thirdly and most importantly, the Internet helps us 11 and maintain social 12 . Communication software narrows 13 distance as a barrier, enabling us to contact loved ones, rediscover old friends, and join new 14 . Through various means like instant messages and 15 calls, we can endlessly share views and show we 16 . However, the author cautions that being connected also has 17 . We must use the Internet 18 and 19 to ensure it remains a place of discovery and inspiration—a true world without 20 . 【答案与解析】 1. single (解析：第一段首句，"...to a single shared community"，强调互联网创造了一个单一、融合的全球社区。) 2. countryside (解析：第一段提到"Even in the countryside..."，说明互联网的覆盖范围之广，包括偏远乡村。) 3. access (解析：第二段主题句，"...lies in the quick and easy access to..."，这是互联网的核心优势之一。) 4. fingertips (解析：第二段关键隐喻，"...the world's knowledge is all at our fingertips."，形象表达知识获取的便捷。) 5. first (解析：第二段结论句，"...the first place that the majority of people turn to..."，说明其优先性。) 6. convenience (解析：第三段主题句，"...made our lives unbelievably convenient"，名词形式为"convenience"。) 7. electronic commerce (解析：第三段明确说明，"...provided by electronic commerce, more commonly known as e-commerce."，这是便利性的主要来源。) 8. shop after shop (解析：第三段具体例子，"Gone are the days of searching shop after shop..."，生动对比过去购物的不便。) 9 cold rain (解析：第三段反问举例，"Why wait hopelessly for a taxi in the cold rain?"，描绘过去打车的糟糕体验。) 10. smartphone (解析：第三段末句，"...you can pay for almost everything on your smartphone."，指出移动支付工具。) 11. establish (解析：第四段主题句，"...helps us establish and maintain social ties."，这是社交功能的起点。) 12. ties (解析：同上，固定搭配"social ties"（社会联系）。) 13. physical (解析：第四段关键突破，"physical distance no longer gets in the way."，指出技术消除了物理距离障碍。) 14. communities (解析：第四段具体功能之一，"discover whole new communities who share our hobbies."，指有共同爱好的社群。) 15. video (解析：第四段列举的通讯方式之一，"a video call"，是最具临场感的沟通方式。) 16. care (解析：第四段终极目的，"...let someone know we care about them."，点明社交的情感核心。) 17. problems (解析：第五段转折点，"being connected has its problems."，引出对弊端的警示。) 18. properly (解析：第五段提出的解决方案，"use the Internet properly and responsibly"，正确使用是前提。) 19. responsibly (解析：同上，"properly and responsibly"并列，强调负责任的态度。) 20. frontiers (解析：全文收尾比喻，"It is truly a world without frontiers."，升华主题，指无国界的理想世界。) 本练习覆盖全文五个段落的核心信息，填空词均为文本关键概念或逻辑衔接词，旨在考查学生对行文逻辑（如：三大优势的列举、转折关系）、关键词提取（如：隐喻、术语）和同义理解（如：convenient → convenience）的综合能力。答案均为1-3个单词，符合高考英语完形填空的常见要求。 II. 阅读理解，选出最佳答案。 1. According to the text, what is the main benefit of e-commerce mentioned by the author? A. It makes shopping more enjoyable. B. It provides unbelievable convenience. C. It helps people save a lot of money. D. It creates many new job opportunities. 【答案】B 【解析】本题考查对文本具体细节的准确理解。第三段首句明确写道：“The Internet has also made our lives unbelievably convenient, with all sorts of goods and services provided by electronic commerce...”。B选项“提供了难以置信的便利”是原文“unbelievably convenient”的直接同义转述。A项“使购物更有趣”、C项“帮人们省钱”、D项“创造新工作”在文中均未提及，属于无中生有的干扰项。 2. What example does the author use to show how the Internet helps maintain social ties? A. Online learning courses. B. Various communication software. C. Global news websites. D. Digital payment systems. 【答案】B 【解析】本题考查对具体例证的定位能力。第四段第二句明确指出：“With all sorts of communication software, physical distance no longer gets in the way.” 作者用“各种通讯软件”作为消除物理距离、维持社会联系的主要例证。B项是原文信息的直接提取。A项“在线课程”属于教育资源（第二段提及），C项“全球新闻网站”属于信息获取（第二段），D项“数字支付系统”属于生活便利（第三段），均与“维持社交纽带”这一具体功能不匹配。 3. What can be inferred about people’s information-seeking habits from the text? A. Most still prefer using libraries. B. Many now turn to the Internet first. C. Older people avoid online searches. D. Students rely only on textbooks. 【答案】B 【解析】本题考查基于文本信息的合理推理。第二段最后一句提到：“No wonder the Internet has now become the first place that the majority of people turn to for information.”（难怪互联网已成为大多数人获取信息的首选之地）。从“the majority of people”和“first place”可以合理推断出B项“许多人现在首先求助于互联网”。A项与原文“在图书馆找一本书的时间里，我们能用搜索引擎得到数百万结果”的对比隐含意义相反；C项和D项在文中均无依据，属于过度推断。 4. Based on the author’s tone (语气) in the last paragraph, what is his attitude toward Internet use? A. Completely critical and negative. B. Cautiously optimistic and responsible. C. Indifferent and unconcerned. D. Overly enthusiastic without reservation. 【答案】B 【解析】本题考查通过作者语气推断态度。最后一段在承认互联网带来问题的同时，强调“we must be aware... and be careful to use... properly and responsibly”，并以积极愿景“a place of discovery, wonder and inspiration”结束。这种既看到优势又提醒责任、最终导向积极可能性的语气，体现了“谨慎乐观且负责任”的态度。A项“完全批判”忽略了全文大量的积极描述；C项“漠不关心”与作者明确提出的使用建议矛盾；D项“毫无保留的热情”未考虑文中的警示语“However”。 5. What is the main idea of the third paragraph? A. The Internet's effect on global business. B. Food delivery apps are very popular. C. How e-commerce makes life convenient. D. Smartphones replace all traditional tools. 【答案】C 【解析】 本题考查对段落主旨的概括能力。第三段的主题句为首句“The Internet has also made our lives unbelievably convenient, with all sorts of goods and services provided by electronic commerce...”，后续所有例子（外卖、购物比价、叫车、旅行安排、移动支付）都是围绕“电子商务带来便利”这一核心展开。C项准确概括了这一主旨。A项范围过大，本段聚焦生活便利而非全球商业；B项只是其中一个例子，不能概括全段；D项“智能手机取代所有传统工具”过于绝对且偏离段落核心。 6. What is the text mainly about? A. The history of Internet development. B. The advantages and proper use of the Internet. C. Dangers of online shopping and social media. D. How to build a global community online. 【答案】B 【解析】本题考查对全文主旨的整体把握。文章主体部分（第二至四段）系统阐述了互联网的三大优势（信息获取、生活便利、社会连接），最后一段辩证地提出要“负责任地使用”。B项“互联网的优势及正确使用”全面涵盖了这两个方面。A项“发展历史”文中未涉及；C项“危险”只在最后一段略微提及，不是主要内容；D项“如何建设全球社区”只是开篇引子的一部分，不能概括全文。 7. How is the text organized in terms of content arrangement? A. Problem-solution pattern. B. General introduction followed by specific points. C. Chronological order of events. D. Comparison between past and present. 【答案】B 【解析】本题考查对文章整体结构的识别。文章采用典型的“总-分”结构：第一段总体介绍互联网的连接力量（总），第二至四段分别详述三大具体优势（分），最后一段总结并提出使用建议。B项“总体介绍后接具体分述”准确描述了这一结构。A项“问题-解决”模式不明显；C项“时间顺序”不适用，因非叙事文本；D项“今昔对比”只在部分例子中出现，非整体结构。 8. What is the function of the last paragraph in the text structure? A. To introduce a new topic for discussion. B. To provide more examples of Internet uses. C. To offer a balanced conclusion with advice. D. To criticize previous points made in the text. 【答案】C 【解析】 本题考查对段落功能的结构性理解。最后一段以“However”转折，在肯定优势的同时指出问题，并提出“负责任使用”的建议，最终升华到“无国界世界”的愿景。这起到了“提供平衡结论与建议”的结构功能。A项“引入新话题”错误，该段是总结而非引入；B项“提供更多例子”不符合，该段重在议论而非举例；D项“批评前文观点”曲解了作者意图，作者是补充而非批评。 9. What rhetorical device is used in “Gone are the days of searching shop after shop”? A. Metaphor comparing shops to something else. B. Inversion to emphasize the change. C. Exaggeration to make a humorous point. D. Repetition to create a rhythmic effect. 【答案】B 【解析】 本题考查对特定修辞手法的识别。“Gone are the days...”是典型的倒装句式，正常语序应为“The days of searching shop after shop are gone”。作者使用倒装将“Gone”置于句首，强烈强调了“那个时代已经过去”的变化感，增强了表达效果。B项准确识别了这一手法。A项“隐喻”不存在，句中无比喻；C项“夸张”不准确，这是事实陈述而非夸张；D项“重复”在句中未出现。 10. What is the author’s primary purpose in writing this text? A. To advertise specific Internet products. B. To warn people about Internet dangers only. C. To explain Internet benefits and encourage responsible use. D. To compare the Internet with other inventions. 【答案】C 【解析】 本题考查对作者写作目的的综合判断。全文大部分篇幅详细解释互联网的三大优势（信息、便利、连接），最后段落转向“需要意识到问题并负责任地使用”的劝导，并最终以积极愿景结束。C项“解释互联网优势并鼓励负责任使用”完整涵盖了这两个层面。A项“广告产品”完全偏离，文中无推广特定产品；B项“仅警告危险”以偏概全，忽略了主要的优势阐述；D项“与其他发明比较”只在最后一句简单提及，不是主要目的。 ————————————— ◄能力提升训练► ———————————— 阅读以下短文，选出正确答案。 A recent national survey shows clear differences in how students and teachers use AI tools. About 27% of students say they often use AI for school work, while only 9% of teachers do the same. Almost half of students have tried AI writing tools, but 71% of teachers have never used them. While AI is becoming more common in schools, it also brings several important problems that need to be discussed. One major worry is about privacy and data safety. People have always been careful about what personal information AI collects and how it is used. Many wonder if they have any control over their own data. Common fears include data leaks (泄露) , having private information seen by others, and the spread of false information. There is also concern about how easy it is for others to get hold of personal data. Another problem is that AI systems can be unfair. Research shows that tools like ChatGPT sometimes treat non-native English speakers unfairly. For example, one study found that over half of writing samples by non-native English speakers were wrongly marked as written by AI, while the results for native speakers were almost always correct. This happens because AI programs are often trained to think that more complex writing is human writing. As a result, students who write in simpler English—which is normal for language learners—might be wrongly accused of cheating, which could hurt their studies and confidence. Moreover, using AI too much might weaken the important human side of education. If AI tools take the place of real conversations between teachers and students, their relationship could suffer. This could also slow down the development of students’ social skills and emotional growth. Teachers need to pay attention to this risk and make sure they still meet their students’ social and emotional needs. In short, while AI can be useful for learning, it also creates risks related to privacy, fairness, and human relationships. Schools and teachers should not just watch this happen. They need to take clear steps to use AI in a way that protects student information, makes sure all students are treated fairly, and most importantly, uses AI to support—not replace—the real human connections that are so important for learning. (374 words) 1. According to the survey, how many teachers have never tried AI writing tools? A. About 27%. B. Nearly 50%. C. Only 9%. D. Over 70%. 【答案】D 【解析】本题考查对文章特定数字细节的理解。定位至第一段最后一句：“71% of teachers have never used them。” 选项D “Over 70%” 是对 “71%” 的同义转述。选项A（27%）是学生“经常使用”的比例，选项B（50%）是学生“至少尝试过一次”的比例，选项C（9%）是教师“经常使用”的比例，均不符合问题中“从未使用过”的要求。 2. Why might non-native English speakers be wrongly accused of using AI? A. They use AI too often. B. They write in a simple way. C. Their grammar is very poor. D. They copy others’ work. 【答案】B 【解析】本题考查对因果关系的细节理解。定位至第三段。该段明确指出，由于AI常将复杂写作视为人类写作，所以写简单英语（write in simpler English）的学习者易被误判（might be wrongly accused）。选项B“他们以简单的方式写作”是对原文原因的直接概括。选项A、C、D在文中均未提及。 3. What might happen if AI replaces much teacher-student talk? A. Students will learn faster. B. Social skills may develop slowly. C. Teachers will have less work. D. AI tools will become cheaper. 【答案】B 【解析】本题考查基于原文信息的合理推断。定位至第四段。该段指出，若AI工具取代真实对话，师生关系会受损，并可能“拖慢学生社交技能和情感成长的发展”（slow down the development of students’ social skills and emotional growth）。选项B是此意的合理推断。选项A、C、D均为原文未提及的无根据推测。 4. What is the author’s suggestion for schools regarding AI use? A. To avoid using it completely. B. To use it without any changes. C. To use it carefully and actively. D. To let students decide how to use it. 【答案】C 【解析】本题考查对作者观点、建议的推断。定位至最后一段。作者主张学校“不应坐视不管”（should not just watch this happen），而应“采取明确措施”（take clear steps）来保护信息、保证公平、支持人际联系。选项C“谨慎而积极地使用它”准确地概括了这一建议。选项A“完全避免”与文意相反；选项B“不做改变地使用”正是作者所反对的；选项D“让学生决定”在文中未提及。 5. What is the fourth paragraph mainly about? A. The cost of AI tools. B. A risk to human connection. C. How to improve AI technology. D. Teachers’ working conditions. 【答案】B 【解析】本题考查对段落主旨的把握。第四段首句为主题句，明确指出“过度使用AI可能削弱教育中重要的人际方面”（weaken the important human side of education）。全段后续内容均围绕此风险展开论述。因此，B项“对人际关系的风险”是准确概括。A、C、D项均未在段落中涉及。 6. What is the main idea of the passage? A. AI tools are not useful for education. B. AI use in school has both value and risks. C. All teachers should use AI immediately. D. Students like AI more than teachers do. 【答案】B 【解析】本题考查对文章整体主旨的理解。全文结构清晰：先介绍AI在教育中的使用现状，然后分点论述其带来的隐私、公平性、人际关系三方面风险，最后提出积极应对的建议。这体现了对AI在教育中应用的辩证思考，即承认其价值（useful for learning），也指出其风险。因此，B项“AI在学校中的应用既有价值也有风险”是全面的主旨概括。A项说法绝对且片面；C项并非作者主张；D项仅是文中的一个现象细节。 7. Which paragraph discusses problems with AI’s judgment? A. Paragraph 1. B. Paragraph 2. C. Paragraph 3. D. Paragraph 4. 【答案】C 【解析】本题考查对文章结构的把握，即识别各部分的核心内容。第三段的核心是阐述AI系统在判断写作来源时存在“不公”（unfair）的问题，即其判断力（judgment）的缺陷。因此，C项正确。第二段讨论隐私问题，第四段讨论人际关系问题。 8. How does the author organize the reasons for concern about AI? A. By telling a personal story. B. By listing different problems. C. By comparing past and present. D. By describing a scientific experiment. 【答案】B 【解析】本题考查对文章整体组织方式的辨识。文章在引出主题后，用“One major worry...”（第二段）、“Another problem...”（第三段）、“Moreover...”（第四段）清晰地列举了三个不同的担忧原因。因此，B项“通过列举不同问题”是正确的。文中未采用个人故事（A）、今昔对比（C）或描述科学实验（D）的方式。 9. The author begins the passage with survey numbers mainly to ______. A. tell an interesting story B. introduce the topic with facts C. criticize the survey company D. show his personal feelings 【答案】B 【解析】本题考查对写作手法（开头方式）作用的理解。文章开篇引用具体的调查数据，其目的在于以客观事实（fact）呈现AI在教育中使用的普遍性和师生差异，从而自然而具体地引出本文要探讨的主题。因此，B项“用事实引入主题”是其核心功能。A、C、D项均不符合开头的文体和目的。 10. The author mentions data leaks and unfairness to ______. A. list the benefits of AI B. explain how AI is built C. give examples of AI risks D. praise new technology 【答案】C 【解析】本题考查对作者特定写作意图的理解。“数据泄露”和“不公”分别是文章第二段和第三段详细论述的两个核心问题。作者提及它们，是为“AI也带来风险”这一核心论点提供具体的例证。因此，C项“给出AI风险的例子”正确。A项“列出好处”与文意相反；B项“解释如何构建AI”和D项“赞扬新技术”均非此处目的。 11. Which is the best title for the passage? A. The History of AI Tools B. AI in Schools: A Careful Look C. Why Teachers Dislike AI D. How to Build an AI System 【答案】B 【解析】本题考查为文章选择最佳标题的能力。最佳标题应能准确、简洁地概括全文核心内容。全文围绕AI在教育中的应用，既看到其用途，又重点审视其带来的多方面问题，并呼吁审慎应对。B项“AI在学校：一次审慎的审视”全面而恰当地涵盖了这一主旨。A项和D项偏离主题；C项仅涉及局部且过于片面。 12. Which information is used to support the “unfairness” problem? A. 71% of teachers never use AI. B. A study on writing samples. C. Fears about data leaks. D. The need for human connection. 【答案】B 【解析】本题考查识别论点与论据关系的能力。第三段的论点是“AI系统可能不公平”。为支持此论点，作者引用了“一项关于写作样本的研究”（one study found that over half of writing samples... were wrongly marked...）作为具体证据。因此，B项正确。A项是第一段关于使用率的细节；C项是支持“隐私问题”的论据；D项是第四段关于“人际关系风险”的论点。 2 / 2 学科网（北京）股份有限公司 $阅读板块深度解读与能力提升训练(译林版)必修三 Unit 3 The world online The Internet: a world without frontier —————————————— 文本解读 ————————————— 一、文本定位与课标要求对照 课标维度 具体要求 本文体现 主题语境 人与社会 科技发展与信息服务 聚焦互联网的全球连接、信息获取、生活便利与社会交往功能 语篇类型 说明性议论文(Expository-Argumentative) 以说明为主,兼具论证和劝导功能 语言技能 理解、分析、评价科技类文本;识别语篇结构和语言特征 采用“总-分-总”结构,运用大量例证和数据说明 文化意识 理解科技对生活方式和社会关系的重塑 探讨互联网如何打破地理界限,建立全球社区 思维品质 辩证看待科技利弊,培养负责任使用意识 在列举优势后提出警示,体现批判性思维 二、作者写作目的与核心价值 1. 主要目的 教育普及:系统阐述互联网的核心优势,帮助读者理解其变革性力量。 价值引导:在积极肯定的基础上,提出负责任使用的警示。 全球视野构建:强调互联网创造“无国界世界”(world without frontiers)的理念。 现实应用指导:通过具体生活场景(订餐、购物、社交等)展示互联网的实际价值。 2. 核心价值主张 互联网是发现、奇迹和灵感的源泉——但需要负责任地使用。文本通过三层递进的优势论证(信息获取 生活便利 社交纽带),最终落脚于辩证使用的呼吁,体现了“科技向善”的价值导向。 三、语篇结构与特征分析 宏观结构:经典的总-分-总框架 各部分详解 1. 开篇总述(第1段):宏大视角定调 核心句:The Internet has the power to connect people across the world to a single shared community. 修辞手法: 1). 夸张(Hyperbole) The Internet has the power to connect people across the world to a single shared community. 分析:用“connect people across the world”(连接全世界的人)和“a single shared community”(一个单一的共享社区)这种宏大的表述,突出互联网能力的无限性,带有一定的夸张色彩。 2). 递进(Climax) Billions of people... have joined it already, and obviously many more will follow. 分析:从“数十亿人已经加入”到“显然还有更多人会加入”,通过数量和时间上的递进,强调互联网普及的趋势不可阻挡。 3). 对比(Contrast) Even in the countryside... reach beyond their villages and get in touch with the outside world. 分析:将“乡村”(局限的地理范围)与“外部世界”(广阔的空间)进行对比,突出互联网打破地域限制的能力。 4). 排比(Parallelism) We can achieve almost anything online—with access to the Internet come some truly life-changing advantages. 分析:通过“achieve anything online”和“life-changing advantages”两个结构相似的短句,形成语气上的并列增强,强调互联网带来的多重益处。 5). 断言/确信语气(Assertion) obviously many more will follow 与 We can achieve almost anything online 分析:使用“obviously”(显然)和“almost anything”(几乎任何事情)等肯定性词语,以坚定、不容置疑的语气强化观点,增强说服力。 6). 隐喻(Metaphor) 隐含的隐喻:将互联网比作一个能连接全球的“社区”或“桥梁”(“shared community” 和 “reach beyond” 暗示了空间障碍的消除)。 效果:使抽象的技术能力具象化,更易于理解和共鸣。 总结修辞目的: 这段文字通过综合使用夸张、递进、对比、排比、断言和隐喻等手法,层层推进地塑造了互联网强大、普及、打破局限、赋能变革的正面形象。其核心修辞策略是通过强调互联网的无限潜力和必然趋势,激发读者对互联网价值的认同和向往。 2. 主体分述(第2-4段):平行递进的三重优势 优势一:信息获取革命(第2段) 论证逻辑:速度对比 图书馆找一本书的时间 搜索引擎百万结果 (传统效率低) (互联网高效) 核心隐喻:the world’s knowledge is all at our fingertips(知识触手可及) 例证范围:从日常(recipes)到专业(military affairs),体现全覆盖。 数据支撑:the majority of people turn to暗示统计依据 优势二:生活便利化(第3段) 论证逻辑:场景对比 过去:逛店找靴子、雨中等出租车、现金支付。 现在:在家比较、APP叫车、手机支付。 (麻烦耗时) (简单舒适) 术语引入:electronic commerce (e-commerce) 与通俗解释 场景化写作:Sit back and relax indoors... 营造沉浸感 排比结构: You can have food delivered... you can compare styles and prices... you can make all your travel arrangements... 优势三:社交纽带的重塑(第4段) 论证逻辑:距离消除 物理距离阻碍 沟通软件解决 情感连接维系 核心观点:physical distance no longer gets in the way 连接形式列举:instant message, group chat, video call, comment... 展示多样性。 情感诉求:let someone know we care about them 触及人性需求。 3. 辩证转折与升华(第5段) 转折标志:However, while... 体现成熟辩证思维。 类比论证:As with any great invention... 将互联网置于技术史中审视。 劝导句式: we must be aware... and be careful to use... properly and responsibly Only in this way can...(倒装句强调条件) 诗化收尾:a world without frontiers 呼应开篇“single shared community”,形成闭环。 四、语言特色与衔接手段 1. 词汇特征 科技术语通俗化:electronic commerce e-commerce 具象动词集群: 信息类:access, find out, search, bring up, turn to 行动类:deliver, compare, order, pay, establish, maintain 情感积极词汇:life-changing, unbelievably convenient, comfort, relax, wonder, inspiration 2. 句式与修辞 对比结构:Gone are the days of searching shop after shop... you can compare... in the comfort of your living room. 反问加强语气:Why wait hopelessly for a taxi in the cold rain? 排比增强气势:第4段沟通方式列举 数据量化表达:Billions of people, millions of results 3. 衔接与连贯 逻辑连接词明确: 添加:also, above all else 转折:However, while 代词指代清晰:it(指代Internet), these problems(指代前文隐性问题) 主题词复现:Internet(11次), access(3次), world(4次) 五、教学应用建议(基于课标) 1. 语篇分析训练 结构图绘制:要求学生用图表标出“总-分-总”结构及三大优势。 论证方法识别:找出文中的对比论证、例证论证、数据论证。 文体辨析:对比说明文与议论文在本文中的融合特征。 2. 思维品质培养 优势排序讨论:文中三大优势的排序是否合理?可否调整? 隐含问题推断:作者说“being connected has its problems”,可能指哪些问题? 辩证写作练习:以“However, while...”为开头,续写一段关于互联网问题的论述 3. 语言学习聚焦 科技术语学习:e-commerce, search engine, communication software等。 修辞手法分析:隐喻(fingertips)、排比、反问等效果分析。 连接词应用:学习使用However, While, Above all else等衔接词。 4. 跨学科联系 信息技术:结合互联网工作原理。 社会学:探讨“虚拟社区”对现实社会的影响。 伦理学:讨论“负责任使用”的具体内涵。 六、文本的教育价值 本文虽积极肯定互联网价值,但通过最后的辩证段落,完整呈现了《课标》倡导的科技素养教育: 认知维度:理解互联网的核心功能 技能维度:学习有效获取和筛选信息 态度维度:培养负责任、有意识的使用习惯 价值维度:认识科技服务于人的根本目的 这种既展现技术魅力又提示理性警惕的写法,为学生提供了平衡的技术观,符合数字时代公民教育的核心要求。教师可借此文引导学生超越“工具使用”层面,思考科技与人、个体与全球共同体之间的深层关系。 ———————————— 课文复述与理解 ———————————— I. 熟读课文,完成以下内容。 (每空填1-3词) The Internet has transformed our world into a 1 shared community, connecting billions globally. Its power allows people, even in remote 2 , to reach beyond their immediate surroundings. The text highlights three life-changing advantages. First, it provides quick and easy 3 to a vast amount of information. The world's knowledge is metaphorically at our 4 . A simple click can yield millions of search results, making the Internet the 5 place people seek information. Secondly, the Internet brings unbelievable 6 through 7 , or e-commerce. This removes the need for activities like searching 8 for products or waiting in the 9 for a taxi. Instead, we can arrange everything from food delivery to travel and make payments via 10 from the comfort of home. Thirdly and most importantly, the Internet helps us 11 and maintain social 12 . Communication software narrows 13 distance as a barrier, enabling us to contact loved ones, rediscover old friends, and join new 14 . Through various means like instant messages and 15 calls, we can endlessly share views and show we 16 . However, the author cautions that being connected also has 17 . We must use the Internet 18 and 19 to ensure it remains a place of discovery and inspiration—a true world without 20 . II. 阅读理解,选出最佳答案。 1. According to the text, what is the main benefit of e-commerce mentioned by the author? A. It makes shopping more enjoyable. B. It provides unbelievable convenience. C. It helps people save a lot of money. D. It creates many new job opportunities. 2. What example does the author use to show how the Internet helps maintain social ties? A. Online learning courses. B. Various communication software. C. Global news websites. D. Digital payment systems. 3. What can be inferred about people’s information-seeking habits from the text? A. Most still prefer using libraries. B. Many now turn to the Internet first. C. Older people avoid online searches. D. Students rely only on textbooks. 4. Based on the author’s tone (语气) in the last paragraph, what is his attitude toward Internet use? A. Completely critical and negative. B. Cautiously optimistic and responsible. C. Indifferent and unconcerned. D. Overly enthusiastic without reservation. 5. What is the main idea of the third paragraph? A. The Internet's effect on global business. B. Food delivery apps are very popular. C. How e-commerce makes life convenient. D. Smartphones replace all traditional tools. 6. What is the text mainly about? A. The history of Internet development. B. The advantages and proper use of the Internet. C. Dangers of online shopping and social media. D. How to build a global community online. 7. How is the text organized in terms of content arrangement? A. Problem-solution pattern. B. General introduction followed by specific points. C. Chronological order of events. D. Comparison between past and present. 8. What is the function of the last paragraph in the text structure? A. To introduce a new topic for discussion. B. To provide more examples of Internet uses. C. To offer a balanced conclusion with advice. D. To criticize previous points made in the text. 9. What rhetorical device is used in “Gone are the days of searching shop after shop”? A. Metaphor comparing shops to something else. B. Inversion to emphasize the change. C. Exaggeration to make a humorous point. D. Repetition to create a rhythmic effect. 10. What is the author’s primary purpose in writing this text? A. To advertise specific Internet products. B. To warn people about Internet dangers only. C. To explain Internet benefits and encourage responsible use. D. To compare the Internet with other inventions. ————————————— 能力提升训练 ———————————— 阅读以下短文,选出正确答案。 A recent national survey shows clear differences in how students and teachers use AI tools. About 27% of students say they often use AI for school work, while only 9% of teachers do the same. Almost half of students have tried AI writing tools, but 71% of teachers have never used them. While AI is becoming more common in schools, it also brings several important problems that need to be discussed. One major worry is about privacy and data safety. People have always been careful about what personal information AI collects and how it is used. Many wonder if they have any control over their own data. Common fears include data leaks (泄露) , having private information seen by others, and the spread of false information. There is also concern about how easy it is for others to get hold of personal data. Another problem is that AI systems can be unfair. Research shows that tools like ChatGPT sometimes treat non-native English speakers unfairly. For example, one study found that over half of writing samples by non-native English speakers were wrongly marked as written by AI, while the results for native speakers were almost always correct. This happens because AI programs are often trained to think that more complex writing is human writing. As a result, students who write in simpler English—which is normal for language learners—might be wrongly accused of cheating, which could hurt their studies and confidence. Moreover, using AI too much might weaken the important human side of education. If AI tools take the place of real conversations between teachers and students, their relationship could suffer. This could also slow down the development of students’ social skills and emotional growth. Teachers need to pay attention to this risk and make sure they still meet their students’ social and emotional needs. In short, while AI can be useful for learning, it also creates risks related to privacy, fairness, and human relationships. Schools and teachers should not just watch this happen. They need to take clear steps to use AI in a way that protects student information, makes sure all students are treated fairly, and most importantly, uses AI to support—not replace—the real human connections that are so important for learning. (374 words) 1. According to the survey, how many teachers have never tried AI writing tools? A. About 27%. B. Nearly 50%. C. Only 9%. D. Over 70%. 2. Why might non-native English speakers be wrongly accused of using AI? A. They use AI too often. B. They write in a simple way. C. Their grammar is very poor. D. They copy others’ work. 3. What might happen if AI replaces much teacher-student talk? A. Students will learn faster. B. Social skills may develop slowly. C. Teachers will have less work. D. AI tools will become cheaper. 4. What is the author’s suggestion for schools regarding AI use? A. To avoid using it completely. B. To use it without any changes. C. To use it carefully and actively. D. To let students decide how to use it. 5. What is the fourth paragraph mainly about? A. The cost of AI tools. B. A risk to human connection. C. How to improve AI technology. D. Teachers’ working conditions. 6. What is the main idea of the passage? A. AI tools are not useful for education. B. AI use in school has both value and risks. C. All teachers should use AI immediately. D. Students like AI more than teachers do. 7. Which paragraph discusses problems with AI’s judgment? A. Paragraph 1. B. Paragraph 2. C. Paragraph 3. D. Paragraph 4. 8. How does the author organize the reasons for concern about AI? A. By telling a personal story. B. By listing different problems. C. By comparing past and present. D. By describing a scientific experiment. 9. The author begins the passage with survey numbers mainly to _. A. tell an interesting story B. introduce the topic with facts C. criticize the survey company D. show his personal feelings 10. The author mentions data leaks and unfairness to _. A. list the benefits of AI B. explain how AI is built C. give examples of AI risks D. praise new technology 11. Which is the best title for the passage? A. The History of AI Tools B. AI in Schools: A Careful Look C. Why Teachers Dislike AI D. How to Build an AI System 12. Which information is used to support the “unfairness” problem? A. 71% of teachers never use AI. B. A study on writing samples. C. Fears about data leaks. D. The need for human connection. 2 / 2 学科网(北京)股份有限公司 $