Unit 2 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四册教师用书word（译林版）

本高中英语讲义围绕“相互理解”主题，系统整合沟通技巧学习与跨文化理解，复习定语从句语法。通过听对话记沟通技巧关键信息，读讲座文稿把握“总—分—总”结构，看视频理解非文字意图，写举例说明话题，说补白语讨论“汉语热”，构建语言技能学习支架。 该资料以语篇结构分析和词句赏析提升思维品质，如解读讲座文稿逻辑关系；借外来词主题语篇培养文化意识，促进跨文化沟通。课中视频辅助理解非文字信息，课后提能训练与素养积累助力学生查漏补缺，强化语言能力与学习策略。

把握单元素养目标 主题 意识 本单元的主题是“相互理解”。通过阅读一篇讲座文稿，了解沟通的过程、作用及技巧，学会倾听他人、有效沟通；同时，通过阅读以“外来词”为主题的语篇，学会包容和理解外来文化，拓展国际视野，培养跨文化沟通能力，坚定文化自信并增进中外语言文化的相互理解与交流。 语法 项目 复习、巩固定语从句的语法规则，并能在语篇中恰当地运用。 语言 输入 听 能从对话中获取关于“沟通技巧”的关键信息并做笔记。 读 能把握讲座文稿的篇章结构，掌握“有效沟通”的技巧；能掌握杂志文章的文体结构和语言特点。 看 在观看展现沟通问题的视频时，能理解画面、语调、语气等非文字信息所传达的意图。 语言 输出 写 能运用举例的写作手法介绍某一话题；能在介绍某种现象时使用恰当的语言提高表述的客观性和说服力。 说 能运用恰当的补白语，讨论“汉语热”现象的原因、例子以及未来趋势等。 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 make your communication more effective. B．The process of communication. C．How to use your body language. D．The effect of communication. 答案：A 2．What type of text is this passage? A．A news report. B．An announcement. C．A notice. D．A lecture transcript (演讲稿)． 答案：D 精读课文，完成以下学习任务 (一)阅读理解 1．How does the author lead in the topic? A．By giving several examples. B．By listing a lot of numbers. C．By clarifying a situation. D．By explaining some topics. 2．Why does the author mention “the sender” and “the receiver” in paragraph 2? A．To clarify a concept. B．To present a fact. C．To explain a feeling. D．To make a comparison. 3．What can we learn from paragraph 4? A．Only your body language is important. B．The other person's body language should be ignored. C．Both your and the other person's body languages matter a lot. D．Body language is entirely useless during the communication. 4．What does “putting yourself in their shoes” in paragraph 5 mean? A．You should try the other person's shoes to see whether they are fit for you. B．You can make some issues easy to deal with by trying others' shoes. C．You may be confused about why others feel the way they do. D．You should understand the other person's emotions from their point of view. 答案：1～4　CACD (二)阅读表达 1．How can you seek to understand the other person's emotions? By_putting_ourselves_in_their_shoes_and_looking_at_the_situation_from_their_perspective.In_complicated_cases，we_need_to_give_serious_consideration_to_their_points_of_view. 2．What's the significance of effective communication? It_helps_us_fully_realize_and_understand_what_communication_is，improve_the_abilities_of_communicating_with_others,_develop_our_awareness_of_actively_and_positively_understanding_others_and_build_a_good_and_harmonious_interpersonal_relationship，becoming_a_positive_and_effective_communicator_in_daily_life. 3．What other suggestions can you give on how to become an effective communicator? (The answers may vary.) Understand and respect other people's opinions.Express our own in an open and honest way.Express our opinions in an appropriate way, rather than win an argument or force our opinions on others.Get more practice.Practice makes perfect. |阅|读|技|能|提|升| 本文的语篇类型为讲座文稿，文章脉络清晰，逻辑严谨。全文为“总—分—总”结构，各段落之间衔接紧密，过渡自然，且作者多次利用词汇复现和连接词等手段将段与段之间进行有机结合。对于“总—分—总”结构的文章，在阅读时应首先通过“总”述部分快速得知文章主旨大意，然后再重点阅读“分”述部分的内容，阅读时应注意各层级之间的关系。常见的关系有并列、对比和递进，如本篇课文分层叙述时采用了并列关系。抓住各层级之间的关系有助于厘清文章脉络，明确文章中心思想，从而提高解题速度。 (一)赏用词之妙　 1．When spoken by a stranger, they can function as a means of attracting your attention. 赏析：本句中的function为名词用作动词，在此意为“起作用”，短语function as意为“起……作用”。 2．Communication is the process of exchanging information between a sender and a receiver. 赏析：本句中的sender 与receiver为两个“动词＋－er”构成的派生词，在意思上表示对比。这种意思表对比、构词形式相同的词语增强了语言的韵律感和美感。 3．Effective communication will enable you to settle differences and disagreements appropriately and improve your interactions with others. 赏析：本句中的动词enable、 settle以及improve运用灵活、准确，高效地传达了文意。 [提能训练]　(运用恰当的动词完成下列句子) ①She slipped out of bed and tiptoed_to the window. 她溜下床，踮起脚尖向窗户走去。 ②On weekdays, one third of the room functions_as workspace. 在工作日，这个房间的1/3用作办公区域。 (二)赏句式之高　 1．Much of what we communicate is dependent not only on the words we use, but also on how we use them. 赏析：本句中使用not only ...but also ...连接两个并列的介词短语，意为“不但……而且……”。它是英语中一个常见的关联词组，用于连接表示并列关系的成分，着重强调后者，其中also有时可以省略。 2．A smile shows you are attentive to the issues being discussed，while looking away with your arms folded can indicate disinterest and create distrust or friction. 赏析：本句中使用了宾语从句、非谓语动词、时间状语从句的省略式以及with复合结构。这种高级表达显得句式错落有致、简繁结合，提供了充分的信息来支撑作者的论点。 3．While being knowledgeable about body language is vital, the value of empathy should not be understated. 赏析：本句中被动语态的恰当运用突出了主题(主语)，使前后文在衔接上更顺畅。 [提能训练] (1)选用上述句式完成下列句子 ①The Americans and the British not_only_speak the same language but_also_share a large number of social customs.美国人和英国人不但说相同的语言，而且有很多相同的社会风俗习惯。 ②As for when_and_where_to_meet,_can we make it at 4：00 this Friday afternoon in our classroom? If it's not convenient for you, please let me know what_time_is_suitable_for_you in advance. 至于何时何地见面，我们可以定在本周五下午4点在我们教室吗？如果你不方便，请提前告诉我什么时间适合你。 (2)试用被动语态完成下面语段： I live in a very old town which ①is_surrounded_by (被……环绕) beautiful woods.It is a famous beauty spot.On Sundays, hundreds of people from the city come to visit our town and to walk through the woods.Visitors ②have_been_asked_to_keep_the_woods_clean_and_tidy (已经被要求保持树林干净、整洁)． (三)赏衔接之顺　 Furthermore, you will need to determine the appropriate style to use and how complex your choice of words should be. 赏析：本句中的furthermore表示递进关系，在表达效果上起到了推进的作用，使文章更有感染力。此类可以让文章增色、增强表达效果的递进用语还有：besides/moreover(此外；而且)、 additionally (另外)、 apart from/as well as (此外；除……之外)、 in addition (而且)、 more importantly (更重要的是)、 equally important (同样重要的是)、 last but not least (最后但同样重要的是)、 worse still/what's worse (更糟糕的是)、 to make matters worse (使情况更糟糕的是)等。 [提能训练]　(试翻译下面的句子) The car broke down when I was driving home from work, and what was worse, it was pouring with rain. 我下班开车回家时车坏了，更糟糕的是，还下着瓢泼大雨。 在人际交往中，除了语言沟通外，身体语言也扮演着非常重要的角色。身体语言可以表达出我们的情感、个性和意图，具有重要的交流功能和作用。在课堂教学中，教师可以通过观察学生的肢体语言更好地了解学生，调控课堂秩序，并利用这些信息来优化教学方法和课堂管理策略。 HOW DO I KNOW MY STUDENTS? As an educator, people often ask me how I know what is going on in the minds of my students.Many students are quite shy and don't speak all that much.At the same time, in a classroom of more than forty students, it is hard to have many one－on－one conversations with each person.So, how can I really know what makes each student tick? My answer？I look at their body language. It is easy to recognise when students are interested in a lesson.Most tend to look up and make eye contact.When I make a joke, they smile.When I talk about something difficult, they look confused.I know when students are really interested, however, because they lean forward and look at me.People have a tendency to lean towards whatever they are interested in.So if a student has his head lowered to look at his watch, it implies he is bored and just counting the minutes for the class to end.If two friends are leaning their heads together, they are probably writing notes to each other.Of course, not everyone who looks up is paying attention in class.Some students look up, but there is an absence of eye contact.Their eyes barely move, and they always have the same distant expression on their faces.It is as though they are asleep with their eyes open. Some students are amused by something else.They spend all their time looking anywhere but at me.Then again, some students' favourite activity is daydreaming.With their chins on their hands, they occupy themselves by staring out of the window or up at the ceiling.They are certainly interested in something, but who knows what.The main thing is reminding distracted students that they need to pay attention in class. While it is easy to perceive when students are interested, bored, or distracted, it is sometimes much harder to distinguish when students are troubled. Students who are angry, afraid, or experiencing anxiety crossed, like they are guarding their bodies. Students who are sad or worried will nearly always wear a frown.They may also hide their faces in their hands like they are embarrassed or ashamed.Some students act this way merely because they are afraid of being called on by the teacher.However, if a student does not bother to brush her hair and her eyes are red from weeping, then I can infer that there are deeper issues at work.It could be that she is having serious conflicts with other students or at home.what is going on. [阅读理解] 1．How does the teacher know his students may have a problem? A．By talking to them individually. B．By telephoning their parents. C．By watching their behaviors. D．By analysing their facial expressions. 2．What will students do if they are interested in a lesson? A．Look out of the window. B．Hide their faces in their hands. C．Lower their heads to look at the books. D．Lean forward and look at the teacher. 3．Knowing the students' body language helps the teacher know the following EXCEPT ________. A．when to start his class B．when to talk to them face to face C．when to intervene D．when to adjust class activities 答案：1～3　CDA [素养积累] 1．由文积词汇 tendency n．　　　　 趋势；倾向 imply vt. 意味着；暗示 occupy vt. 占据；占用 distracted adj. 注意力分散的；思想不集中的 perceive vt. 察觉；看待；理解 distinguish vi.& vt. 区分；辨别 2．据文悟句式 句①　who are angry ...anxiety为定语从句，修饰先行词students；主句中含有and连接的两个并列的have复合结构；逗号后like为连词，引导方式状语从句，在此用于举例说明。 句②　Whatever it is为whatever引导的让步状语从句；I need to ...为省略that的宾语从句；what is going on为what引导的宾语从句。 学科网（北京）股份有限公司 $