Unit1 Welcome to the unit and Reading（ 课件）英语译林版选择性必修第二册

该高中英语课件围绕“批判性新闻阅读”核心，通过克里米亚大桥关闭新闻案例及“是否相信新闻”问题导入，Pre-reading引发思考，While-reading以Skimming匹配段落大意、Detailed Reading对比两则火灾新闻细节（如死亡人数、原因等），搭建从现象感知到深度分析的学习支架。 其亮点在于聚焦思维品质，通过对比不同新闻差异并分析原因（如报道时间、记者优先级）培养批判思维，结合语言能力设计讨论与词汇练习巩固表达，学习能力上分层作业（基础层写建议，提高层分析校园新闻）促进策略应用。学生提升批判性阅读与表达能力，教师获得结构化教学流程与实用活动设计。

Unit 1 The mass media Be a critical news reader! Reading news reports critically Learning objectives After learning the two news reports and the atticle ,students can (1) master the vocabulary and expressions related to news reporting and critical reading (2) be able to extract key information from two news reports and compare them (3) apply acquired skills to conduct a critical analysis of news content orally or in writing. Contents 1. Pre-reading 2. While-reading 3. Post-reading 4. Summary 5. Assessment 6. Homework 01 Pre-reading What types of mass media do you usually rely on for information and entertainment? Lead in Do you believe everything you read in a news report? Why or why not?  Be a critical news reader! Lead in 02 While-reading Match the main ideas with each paragraph 1. News report 1 (10 July)   2. News report (11 July) 3. Article 3 A. Reasons for differences in news reports B. Strategies for critical news reading C. Details of the Henderson Tower fire Skimming Para.2 Para.3 Para.4 How do these differences come about? Para.1 Journalists may have different priorities Events are complicated and constantly changing Journalists may approach information differently Read news reports written from various perspectives and at different stages Question Remember not to blindly trust what we have read. Reasons Solutions Skimming Details News Report 1 News Report 2 (11 July) Deaths (estimate) ① ② Confirmed deaths Not mentioned ③ Injuries Not mentioned ④ Fire cause Not mentioned ⑤ Alarm issue Not mentioned ⑥ Rescue details ⑦ Not mentioned Eyewitness Not mentioned ⑧ Official quote Not mentioned ⑨ Skimming could reach 5   could reach 9  4  dozens injured, 5 critical dropped cigarette end did not go off quickly enough Firefighters put out fire Lisa Mayer  Mr Peterson 1.What information do the two reports have in common?  Detailed Reading Both reports confirm that the fire happened on Sunday night, started from the 8th floor, and the Henderson Tower was involved.  2.What information is different in the two reports?  Detailed Reading The estimated number of deaths is different; Report 2 provides more details including confirmed deaths, injuries, fire cause, alarm failure, eyewitness account and official quote.  3.Why does Report 2 have more details than Report 1?  Detailed Reading Report 2 was written one day later (11 July), so more facts were brought to light. More investigation had been done.  Match the reasons for differences with the examples from the two reports: Reasons Examples from the reports Different ① Report 1 focuses on rescue efforts; Report 2 focuses on deaths and injuries Different ② of event Report 1 written on 10 July; Report 2 written on 11 July Different ③ to information Report 1 presents minimum estimate ; Report 2 presents maximum estimate Detailed Reading priorities  stages  approaches 03 Post-reading Discussion： ①After reading the two news reports, which one do you trust more? Why? ②What should we do when we come across different news reports on the same event? ③Why is it important to be a critical news reader in today's world? Post Reading Exercise 1. The two reports contain (contradict) information about the number of deaths. 2. Different journalists may have different (priority) when reporting the same event. 3. The number of deaths (estimate) to be over 100 in the disaster. 4. It (confirm) that the fire was caused by a dropped cigarette end. 5. Journalists are committed to (present) the truth to the public. 6. Everyone has the potential (be) a critical news reader.  contradictory priorities is estimated has been confirmed / was confirmed presenting to be Post Reading Language points 1.重点词汇与短语 (1) contradictory (adj.) 相互矛盾的，对立的 (2) priority (n.) 优先事项，重点 (3) estimate (v./n.) 估计 (4) confirm (v.) 证实，确认 (5) be committed to (doing) sth. 致力于做某事 (6) have the potential to do sth. 有潜力做某事 2.重点句型 (1) It is advisable to remember that...（做……是明智的） (2) ...which would influence how they report an event.（定语从句） (3) Even if news reports are written from basically the same perspective... （让步状语从句） (4) To sum up, it is wise to...（总结句式） 04 Summary Summarize the structurer of the whole passage! Headline Headline Lead Lead Body Body Case presentations Reason analyses Strategy conclusions 05 Assessment Assessment Learning Objectives Score(1-5) 1.After learning, I am able to know and understand the formation and development of virtual choir. 2.After learning, I am able to master reading strategies, such as scanning, skimming, detailed reading, etc. 3.After learning, I am able to understand the significance of the virtual choir. 5-完全能；4-基本能；3-不确定；2不太能；1-完全不能 06 Homework 作业一（基础层）： 假设你是校报编辑，请你用英语写一篇短文（约80词），向同学们介绍成为批判性新闻读者的两条建议，至少使用本节课所学的3个单词或短语。  作业二（提高层）： 最近你发现同学们对某则校园新闻的讨论存在不同说法。请你运用本节课所学的批判性阅读策略，写一篇英语短文（约120词），内容包括： ①描述这则校园新闻及其不同说法； ②分析出现不同说法的可能原因； ③提出自己对此现象的看法和建议。  Recently, there have been different versions of the story about our school's upcoming sports meet. Some say it will be held next Friday, while others claim it has been postponed to the following week. When we come across such contradictory information, we should not rush to a conclusion. Instead, we should check different sources. Perhaps students heard the news at different stages, or they approached the information differently. To be critical news readers, we should use our own judgement and not blindly trust what we have heard. It is advisable to check with the official notice for accurate information. 作业二（提高层）: Thank you for your listening $