Unit 1 Section Ⅰ “Reading”的课文习读环节-【新课程学案】2025-2026学年高中英语选择性必修第二册教师用书word（译林版）

本高中英语讲义围绕“大众传媒”主题，系统构建语言能力培养支架，涵盖新闻语篇结构分析、批判性阅读技能训练及过去完成时语法学习，通过泛读理清文脉、精读把握细节、语言赏析（用词、句式、修辞、衔接）等环节，衔接听、说、读、写、看的语言输入输出训练。 该资料亮点在于融合语言能力与思维品质培养，如通过对比两则火灾新闻差异引导学生批判性分析信息，赏析“come to understand”“while”等词句提升表达准确性，结合“GETTING THE ‘SCOOP’”渗透新闻工作者社会责任感（文化意识）。课中助力教师高效授课，课后学生可通过练习与素养积累巩固知识，弥补薄弱环节。

把握单元素养目标 主题意识 本单元的主题是“大众传媒”。通过了解大众传媒的形式和内涵，以及它们对日常生活和社会发展的影响和作用，学会合理使用各种大众传媒工具，利用各种渠道获得正确的新闻报道；通过学习如何批判性地阅读新闻报道的文章，养成批判性思维能力和独立思考能力。 语法项目 理解并掌握过去完成时的基本概念和规则，并能在真实语境中正确运用。 语言输入 听 能从采访对话中获取网络新闻媒体的相关信息，并提取关键词做笔记。 读 能掌握新闻语篇的结构、内容细节及语言特征；能把握说明文的文体特征，获取数据等细节信息。 看 能理解视频中图像、色彩、符号等非文字手段所传达的意义；能看懂文章中的折线图，并理解数据的说明作用。 语言输出 写 能利用事实性语言和正式语体撰写新闻报道，并学会引用他人的语言来增加新闻报道的权威性和准确性。 说 能准确地介绍日常使用的大众传媒形式；能与同伴就网络新闻媒体的优缺点进行交流讨论。 Section Ⅰ　“Reading”的课文习读环节 泛读课文，完成以下学习任务 (一)理清文脉结构 (二)把握主旨大意 1．What's the main idea of the text? A．How to be a good news reader. B．How to report news critically. C．How to be a critical news reader. D．How to judge whether the news is true or not. 答案：C 2．What is the function of the two news reports? A．To show the author's concerns about the fire. B．To provide detailed information about the fire. C．To explain why the fire broke out. D．To offer examples for the following analysis. 答案：D 精读课文，完成以下学习任务 (一)阅读理解 1．How many people were badly injured according to the news report? A．4.　　　　　　　 B．5. C．9. D．Not mentioned. 2．What is the journalist's attitude to the firefighters in the first report? A．Critical. B．Favorable. C．Indifferent. D．Disappointed. 3．What may cause the fire according to Mr Peterson? A．The carpet of the 8th floor. B．A cigarette end dropped on the carpet. C．The automatic fire alarms that didn't work. D．The construction company that built the tower. 4．What should we do when we come across factual differences of different news reports? A．Draw a conclusion quickly that one of the news reports gives false information. B．Check how the reports were written. C．Check different sources to draw a more informed conclusion. D．Check who wrote the news reports. 5．What does the text mainly focus on? A．Reading news reports critically. B．Writing online news reports critically. C．Reading a magazine critically. D．Reading a recent event critically. 答案：1～5　BBBCA (二)阅读表达 1．From the date of each news report, can you see why the two news reports contain different information? (1)From the first sentence and the date of the first news report, we can see that it was written the day after the fire.At that stage of the event，information such as the cause of the fire and the number of deaths and injuries had not yet been investigated or confirmed. (2)The second report was written two days after the event.By then the investigation into the event had developed further，providing the journalist with more detailed information such as the number of deaths and injuries. 2．How could we do when we read news reports? It's wise to read news reports written from various perspectives and at different stages.We also need to be critical about the information we receive and remember not to blindly trust what we have read. 3．What will you do if you are a journalist? As a journalist, I should be a person with conscience.The great social influence of journalism determines that journalists must have a strong sense of social responsibility.We should not only stick to correct guidance, but also be upright.We should listen to the voice of the masses and report the truth, goodness and beauty in life. |阅|读|技|能|提|升| 关注细节信息，抓新闻六要素 前两篇短文是两则对亨德森大楼火灾的新闻报道，阅读时应特别关注细节信息方面的描写，提炼新闻六要素，即事件的时间、地点、人物、事件的经过、原因、结果，明确新闻报道了什么。如本文介绍了事件的地点——the Henderson Tower、时间——Sunday night以及事件的经过——a fire broke out and was quickly put out等。 (一)赏用词之妙　 1．Firefighters quickly put out the Henderson Tower fire last night. 赏析：本句中使用副词quickly修饰put out，强调了消防员快速、高效的灭火过程。副词的灵活运用可以加强动词的表达效果，令语境更加生动鲜活。 2．When we read more than one report, we come to understand an event in a more comprehensive way. 赏析：本句中的“come to understand”意为“开始明白”，暗含“逐渐明白”之意，令表达内容动态化。 come 后面接认知动词 think、 believe、 know、 understand、 realize、 expect、 accept、 regard 等的动词不定式，表示“开始、逐渐认为/看作……”等意思，写作时注意灵活使用。 3．To sum up, it is wise to read news reports written from various perspectives and at different stages, which brings us a more accurate understanding of a situation. 赏析：本句中使用了to sum up 来总结文章内容。to sum up是一个固定短语，意为“总(而言)之”，它是一个独立成分，一般放在句首，用逗号与句子其他成分隔开，还可以替换为in a/one word、all in all、altogether或to conclude等。 [提能训练]　(完成句子) ①I scanned_the_list_quickly for my name. 我快速浏览了一下名单，看有没有我的名字。 ②I hope we shall be friends and come_to_understand_one_another. 我希望我们能成为朋友，逐渐相互理解。 ③(2025·浙江1月高考写作)To_sum_up/In_a_(one)_word/All_in_all/To_conclude/Altogether,_we should focus on our studies instead of spending our time filming short videos. 总之，我们应该专心学习而不是把时间用在录制短视频上。　　　　 (二)赏句式之高　 1．The fire, which is thought to have started from the 8th floor, spread quickly through the tower block on Sunday night, leaving people on the upper floors trapped. 赏析：本句中使用了which引导的非限制性定语从句，具体介绍了火灾发生的有关情况；句尾使用了现在分词短语leaving people on the upper floors trapped作结果状语，说明了火灾引发的后果。 2．Mr Peterson, head of the fire service, confirms that a dropped cigarette end on a carpet of the 8th floor started the fire and that the automatic fire alarms did not go off quickly enough to prevent the disaster. 赏析：本句中使用了名词短语head of the fire service作Mr Peterson的同位语，对Mr Peterson的身份作进一步的解释说明。在刻画人物或事物形象时，灵活运用同位语可令表达更形象具体。 3．We can see that the first news report pays more attention to the rescue efforts, while the second talks more about deaths and injuries. 赏析：本句中使用了并列连词while来表示对比，清晰明了地写出了两篇新闻报道的不同侧重点。对比手法的使用可以令表达效果更突出，给读者以深刻的印象。 [提能训练]　(选用上述句式完成句子) ①I'm Li Hua, chairman_of_Students'_Union from Hongxing Middle School. 我是李华，红星中学的学生会主席。 ②Tom's very good at sciences while_his_brother_does_well_in_arts. 汤姆非常擅长理科，而他的弟弟在文科方面表现很好。　　　　 (三)赏修辞之功　 She recalled, “I was about to have a bath when I heard people screaming and dogs barking.I looked outside and the smoke was choking me.It was like an awful dream.” 赏析：第一句中运用了直接引语来阐述火灾的具体情况，增加了真实性和可信度。最后一句中借助介词like使用了比喻的修辞手法，描绘了火灾现场的可怕景象。除了介词like，连词as、 as if、 as ...as，系动词seem，以及句型A is to B as C is to D等表示“好像”意义的词汇与句式都可以用来构成比喻句。 [提能训练]　(运用比喻修辞完成句子) ①You'll feel as_if_you_were_at_home while here. 你到这儿就会感觉好像到了自己家一样。 ②Air is to human as_water_is_to_fish. 空气之于人，犹如水之于鱼。　　　　 (四)赏衔接之顺　 第三篇文章的第三段中使用了多个衔接词，如：even if、 as、 for instance、 instead、 another aspect worthy of mention、 suppose、 therefore等，增加了行文的连贯性，使上下文过渡自然顺畅。在写作中学会恰当地使用衔接过渡词语，能避免文章结构松散、句意不畅。 新闻工作者的工作不仅限于信息传播，还包括通过报道影响整个社会的精神生活和人们的思想意识。在大数据新媒体时代，新闻工作者需要不断调整传播信息的方式，在适应信息获取变得更快速便捷的同时，坚持正确的舆论导向。工作内容不应仅限于报道事件，还应包括对谣言的揭露，对真相的追求，以及对社会文明和谐的促进。 GETTING THE “SCOOP” “Quick，” said the editor.“Get that story ready.We need it in this edition to be ahead of the other newspapers.This is a scoop.” Zhou Yang had just come back into the office after an interview with a famous film star.“Did he really do that？” asked someone from the International News Department.“Yes, I'm afraid he did，” Zhou Yang answered.He set to work. His first task was to write his story, but he had to do it carefully.Although he realized the man had been lying, Zhou Yang knew he must not accuse him directly.He would have to be accurate.Concise too! He knew how to do that.Months of training had taught him to write with no wasted words or phrases.He sat down at his computer and began to work. He checked the evidence, read the article and passed it on to the copy-editor.She began to edit the piece and design the main headline and smaller heading. a copy to the native speaker employed by the newspaper to polish the style. She was also very happy with Zhou Yang's story.Last of all, the chief editor read it and approved it.“Well done，” he said to Zhou Yang.“But please show me your evidence so we're sure we've got our facts straight.” “I'll bring it to you immediately，” said Zhou Yang excitedly. The news desk editor took the story and began to work on all the stories and photos until all the pages were set.All the information was then ready to be processed into film negatives.This was the first stage of the printing process.They needed four negatives, as several colours were going to be used on the story.Each of the main colours had one negative sheet and when they were combined they made a coloured page for the newspaper.After one last check the page was ready to be printed.Zhou Yang waited excitedly for the first copies to be ready.“Wait till tonight，” his friend whispered.“I expect there will be something about this on the television news.A real scoop！” [阅读理解] 1．According to the first paragraph, we know that ________. A．Zhou Yang has interviewed a famous film star B．the editor writes articles according to the covered stories C．Zhou Yang has written an article on the famous film star D．Zhou Yang doubts if it is a scoop 2．It seems that Zhou Yang ________. A．is especially good at getting a scoop B．has got some experience as a reporter C．is in charge of the International News Department D．accused the famous film star of his lies 3．Why did the author write this passage? A．To explain how to get the “scoop”． B．To explain how to print coloured newspapers. C．To tell us a piece of scoop news. D．To introduce how to make a newspaper. 答案：1～3　ABD [素养积累] 1．由文积词汇 scoop n．　 　 　 抢先获得的新闻、利润等；勺子；铲子 accuse vt. 控告；谴责；指责 accurate adj. 精确的；正确的 concise adj. 简明的；简练的 polish vt. 擦亮；磨光；润色 chief adj. 主要的；首席的 n. 首领；长官 negative n. 底片；否定 adj. 否定的；消极的 2．据文悟句式 句①　定语从句who saw his article修饰先行词The first person。 句②　as the article was going to be written in English为as引导的原因状语从句；主句中，过去分词短语employed by the newspaper作后置定语，修饰the native speaker。 学科网（北京）股份有限公司 $