Section2“Avatars”的課文習(xí)讀環(huán)節(jié)課時(shí)目標(biāo)1.閱讀并概括提煉文本中關(guān)于虛擬形象的主要信息。2.找出并梳理虛擬形象在不同方面的具體影響。3.反思與評價(jià)虛擬形象與人們的關(guān)系，并對網(wǎng)絡(luò)安全問題進(jìn)行辯證式思考。NO1課文閱讀理解NO2課文寫法借鑒NO4課時(shí)檢測目錄NO3美文閱讀潤心No.1課文閱讀理解泛讀課文，完成以下學(xué)習(xí)任務(wù)(一)理清文脈結(jié)構(gòu)computergameswebchatsvarietycreativitypersonalitiesafraidariskmoreexciting(二)把握主旨大意1．What'sthemainideaofthetext?A．Someinformationaboutavatars.B．Howtoexpressyourselfusingpictures.C．Thehistoryofavatars.D．Thedefinitionofavatars.√2．Matchthemainideawiththeproperparagraph.Para.1

A．TheviewsaboutavatarsPara.2

B．ThehistoryofavatarsPara.3

C．ThedefinitionofavatarsPara.4

D．People'sdiverseuseofavatarsPara.5

E．ThewidespreaduseofavatarsinsocialmediaPara.6

F．Therelationshipbetweenavatarchoiceandcharacter答案：Paras.1～6

CBDFEA精讀課文，完成以下學(xué)習(xí)任務(wù)(一)閱讀理解1．What'sanavatar?A．Yourownimage.

B．AnInternetuser.C．Yournewidentity. D．Adigitalimage.√2．WhichofthefollowingisTRUEaboutthefirstavatars?A．Theyappearedinrole-playingcomputergamesinthe1980s.B．Theybegantoexistinthe1990s.C．Theywereusedinwebchats.D．Theywereready-madeimages.√3．Whatavatarmeansthatyouareafunnyperson?A．Acutecat.B．Acartoonmouse.C．Alaughingmonkey.D．Anice-lookingmonkey.√4．Whydosomeusershavemorethanoneavatar?A．Theyhavethepowertocreatemoreavatars.B．Theydon'twantotherstoknowtheirsex.C．Theydon'twanttomaketheiravatarsseenbytheirfriends.D．Theywanttousedifferentavatarsindifferentsituations.√5．Whatcanweknowfromthelastparagraph?A．Avatarscanbewronglyusedtocheatothersonline.B．Avatarswillbebiggerandmoreexciting.C．Theuseofavatarscancausetoomanyconcerns.D．Alltheuserswillbeafraidofmeetingpeopleinvirtualworlds.√[Tip]識破干擾項(xiàng)之引申過度引申過度是指選項(xiàng)雖出自閱讀文章，但卻超出了文章允許的范圍。課文最后一段的第一句表明虛擬形象的使用引起了一些擔(dān)憂，但本題C項(xiàng)“虛擬形象的使用可引發(fā)太多的擔(dān)憂”即屬于引申過度。(二)閱讀表達(dá)1．Howcanpeoplegettheirownavatars?People

can

choose

an

avatar

from

a

selection

of

ready-made

images,

or

create

their

own

images.2．Whatcantheavatarsinonlineworldsdo?They

can

talk,

walk

and

fly

around,

meet

people,

go

shopping

and

attend

classes.3．Whatarepeople'sviewsontheuseofavatars?Positive

but

a

little

worried.|閱|讀|技|能|提|升|關(guān)注關(guān)鍵詞句，明確說明對象本文的語篇類型為事物介紹類說明文。這類文章的結(jié)構(gòu)通常由三部分組成，即引出說明對象——詳細(xì)解說說明對象——總結(jié)說明對象。如本文采用下定義的方式引出說明對象，即虛擬形象，接著詳細(xì)解說了虛擬形象的特點(diǎn)、作用等，最后通過人們對虛擬形象的不同看法總結(jié)說明了虛擬形象的前景。讀文時(shí)應(yīng)重點(diǎn)解讀文章的標(biāo)題、首段的關(guān)鍵詞、結(jié)尾以及每段的中心句，最終總結(jié)出全文著力說明的中心事物，即文章的說明對象。(一)賞用詞之妙

1.However,nearlyallavatarsaretall,youngandnice-looking,sopeopleobviouslymaketheiravatarslookbetterthantheydoinreallife.賞析：本句中使用了三個(gè)描寫外貌的形容詞tall、young和nice-looking，形象地描寫出人們喜愛的虛擬形象的外貌特征。No.2課文寫法借鑒2.Theyalsoexperimentwiththingslikedifferenthairstyles—whichsaysalot,perhaps,aboutwhattheywanttolooklike.賞析：本句中使用了experiment的生義用法，此處意為“嘗試；試用”，表明人們進(jìn)行了諸多嘗試；使用了動詞say的生義用法，此處意為“表明(某人的性格或某物的特質(zhì))是……”，表明虛擬形象透露出你的信息。使用perhaps一詞，語氣委婉，說明“他們希望自己看起來是什么樣子”只是一種可能，而不是絕對的事實(shí)。這樣的描述可以使作者的陳述更為客觀，也使讀者更容易接受。[提能訓(xùn)練]

(寫出下列句中藍(lán)體詞的詞性和含義)①Weneedtoconductanexperimenttotestthishypothesis._______②Idecidedtoexperimentwithanewhairstyle._______③Whatdoestheclocksay？____________n.實(shí)驗(yàn)v.嘗試v.顯示，表明(二)賞句式之高

1.Thesedigitalidentities,knownasavatars,areakeypartofhowpeopleusetheInternettocommunicateandexpressthemselves.賞析：這是一個(gè)主從復(fù)合句。knownasavatars為過去分詞短語作后置定語；how引導(dǎo)賓語從句，作介詞of的賓語。高級結(jié)構(gòu)的使用使得句子既簡潔又準(zhǔn)確，不拖泥帶水，點(diǎn)明了虛擬形象的概念及重要性。2.Whenpeoplestartedcreatingtheirownavatars,theydiscoveredthattheyweregoingtohavethepowertocreatenewidentitiesthatdidnotlookoractliketheirrealselvesatall.賞析：這是一個(gè)主從復(fù)合句。其中when引導(dǎo)時(shí)間狀語從句；第一個(gè)that引導(dǎo)賓語從句，其中含有第二個(gè)that引導(dǎo)的定語從句，修飾先行詞newidentities。兩個(gè)從句概括地說明了虛擬形象的虛擬性和便利性。3.Someusersworrythattheyarespendingsomuchtimeinvirtualworldsthattheyarebecomingafraidofmeetingpeopleintherealworld.賞析：這是一個(gè)主從復(fù)合句。that引導(dǎo)賓語從句，其中包含so...that...結(jié)構(gòu)，引導(dǎo)結(jié)果狀語從句，意為“如此……以至于……”，進(jìn)一步介紹了一些人對虛擬形象使用的擔(dān)憂。[提能訓(xùn)練]

(單句語法填空/完成句子)①Thesearetheveryreferencearticles

Iamlookingfor.②Thebook,

(寫于1957年),tellsthestrugglesoftheminers.③Hespoke

(如此快以至于)hisstudentscouldn'tfollowhim.

thatwritten

in

1957so

quickly

that(三)賞銜接之順

1．Thefirstsimple2Davatarsappearedinrole-playingcomputergamesinthe1980s.Yet,veryfewpeopleknewthatfutureavatarswouldhavesuchawidevarietyofformsanduses.Bythelate1990s,theyhadbeenusedinwebchats.賞析：本句中使用了yet一詞，強(qiáng)調(diào)了當(dāng)時(shí)人們對虛擬形象發(fā)展認(rèn)識的局限性。很少有人能想到虛擬形象后來會有如此廣泛的形式和用途，而到20世紀(jì)90年代末，虛擬形象已經(jīng)被用于網(wǎng)絡(luò)聊天了。該詞的運(yùn)用突出了虛擬形象的迅速發(fā)展。2．However,otherusersviewavatarsinamorepositivelight.賞析：使用however一詞，表示轉(zhuǎn)折關(guān)系，引出了人們對虛擬形象的不同看法。[提能訓(xùn)練]①(翻譯句子)Hewasdeterminedtobecomeawriterin1990.Yet,veryfewpeoplethoughthewouldsucceed.Justtenyearslater,hebecameworld-famous.1990年，他決心成為一名作家。然而，很少有人認(rèn)為他會成功。僅僅十年后，他就舉世聞名了。②(選詞填空：however/therefore)Somepeoplethinkthenewly-developedtourismwillbenefitthelocals.__________,othersworrythatitwillharmthelocalecosystem.

However(四)賞修辭之功

...theystartedhavingmorethanoneavatar:asensibleoneforwork;afriendly,good-lookingoneformeetingpeople;andasillyoneforhavingfun.賞析：此句中“asensibleoneforwork;afriendly,good-lookingoneformeetingpeople;andasillyoneforhavingfun”運(yùn)用了排比的修辭手法，表達(dá)了人們使用不止一個(gè)虛擬形象的具體情況。排比手法的使用使行文簡潔流暢，朗朗上口，增強(qiáng)了句子的氣勢。[提能訓(xùn)練]

(完成句子并體會修辭手法的運(yùn)用)Iamveryhappybecausemyparents

，myteachers

，myfriends

，andsociety

.我很幸福，因?yàn)楦改附o予我生命，老師給予我知識，朋友給予我友情，社會給予我溫暖。givemelifegivemeknowledgegivemefriendshipgivesmewarmth在科技的奇幻世界里，有一種神奇的機(jī)器人，它仿佛擁有一顆懂得微笑的心靈，不僅能夠預(yù)測你微笑的時(shí)刻，還會在你微笑時(shí)，以微笑回應(yīng)。通過人工智能技術(shù)，它仿佛獲得了一種與我們更親近的聯(lián)系方式?；蛟S，在不久的將來，這樣的機(jī)器伙伴會成為我們生活中的一部分，為我們帶來更多溫暖和陪伴。No.3美文閱讀潤心Thisrobotpredictswhenyou'regoingtosmileandsmilesbackAhumanoidrobotcanpredictwhethersomeonewillsmileasecondbeforetheydo,andmatchthesmileonitsownface.Thecreatorshopethetechnologycouldmakeinteractionswithrobotsmorelifelike.LipsonandhisteamhopethatEmo'stechnologywillimprovehuman-robotinteractions,buttheyfirstneedtobroadentherangeofexpressionstherobotcanmake.Theyalsohopetotrainittomakeexpressionsinresponsetowhatpeoplearesaying,ratherthansimplyimitatinganotherperson,saysLipson.[閱讀理解]1．Whywasarobotthatcansmilebackatpeoplecreated?A．Tomaketherobotmorelikehuman.B．Tocommunicatewithpeople.C．Totesthowsmarttherobotis.D．Toshowtherobot'sresponsespeed.√2．Whatplayakeyroleinsmilingback?A．Cameras.

B．Magnets.C．Skins. D．Motors.√3．WhatwillLipsonandhisteamdonext?A．Traintherobottomakemorefaces.B．Lettherobotknowpeople'swords.C．Gettherobottomakemoreexpressions.D．Improvecommunicationbetweenrobots.√[素養(yǎng)積累]1．由文積詞匯predictv．

預(yù)測；預(yù)計(jì)interactionn. 交流；互動artificialintelligence 人工智能imitatev. 模仿impressiveadj.

令人印象深刻的complexadj.

復(fù)雜的cuen. 信號；提示；線索vitaladj.

非常重要的flexibleadj.

靈活的；柔軟的；易彎曲的magnetn. 磁；磁鐵musclen. 肌肉broadenv. 拓寬；加寬2．據(jù)文悟句式句①：主從復(fù)合句。前面是although引導(dǎo)的讓步狀語從句；主句中又含有because引導(dǎo)的原因狀語從句，在此狀語從句中又含有that引導(dǎo)的定語從句。句②：主從復(fù)合句。robot后接calledEmo和thatuses...兩個(gè)定語；topredictandtryto...是不定式作目的狀語。句③：主從復(fù)合句。skin后接that引導(dǎo)的定語從句；過去分詞短語attachedto...作定語，修飾motors。句④：并列句。while是并列連詞，表對比；前一句中makingfaces作定語；后一句含有havesb.do的結(jié)構(gòu)。句⑤：主從復(fù)合句。when引導(dǎo)時(shí)間狀語從句，其中又含有evenif引導(dǎo)的讓步狀語從句；know后又接一個(gè)what引導(dǎo)的賓語從句。No.4

課時(shí)檢測Ⅰ.閱讀理解ADidyouknowthatthereareappsthatmakeiteasytohelpothersandourplanetsowecanleadamoregivingandmeaningfullife?Checkoutsomeofthebestonesbelowandtakeintoactionforgood!BeMyEyesThisappconnectsblindpeopleinneedofhelpwithsightedpeoplewithsparetimetoofferthroughvideocalls.Thehelpneededmaybesomethinglikeidentifyingacanoffoodorfindingamissingobjectinthehome.StartedbyHansWiberg,aDanishmanwhohasahardtimeseeing,thisappisnowavailableinmanycountries.OLIOThisisaneighbor-to-neighborsharingappforunwantedbuteatablefoodandsomenon-fooditems.TheappisavailableinSpanishandEnglish,butuserscanaddandrequestlistingsinanylanguage.Withitemssuccessfullysharedinabout62countries,itusesyourlocationtomatchyouwithotherssigningupfortheappsothatyoucanreceivenotifications(通知)nearby.Itemspostedareusuallycollectedwithinanhour.ZooniverseWanttohelpwithadvancedglobalresearch?Zooniverseisanappwithmillionsofregisteredvolunteersthatletsyoubecomeacitizenresearcher.Helpprofessionalscientificandhumanitiesresearchersviayourmobiledeviceorthewebsite.Globalvolunteerstakingpartinthisexcitingprojecttypicallydon'thaveascientificbackgroundbuttheircontributionishighlyvalued.TooGoodToGoTooGoodToGoisapopularAmericanappforpeoplewhocareabouttheenvironment.Accordingtotheapp,40percentofeatablefoodisthrownawayeachyearintheUSalone.Userslookthroughthepagesofnearbybakeries,cafésandrestaurantsthathavedeliciousfoodonspecialofferthatwouldotherwisebinned.語篇解讀：本文是一篇應(yīng)用文。文章主要介紹了四個(gè)做公益的應(yīng)用軟件。1．WhatismentionedaboutBeMyEyes?A．Itoffersfreemealstovolunteers.B．ItisonlyavailableinDenmarknow.C．Itrequiresvolunteerstohelpintheblind'shouses.D．Itenablestheblindtogetaidconveniently.√解析：推理判斷題。根據(jù)BeMyEyes部分中的“Thisappconnectsblindpeople...findingamissingobjectinthehome.”可知，BeMyEyes可以幫助盲人，使盲人能夠方便地得到幫助。2．WhatdoOLIOandTooGoodToGohaveincommon?A．Theyarebothavailableinanylanguage.B．Theyarebothaimedatcuttingdownonwaste.C．Theybothhelprestaurantssellfoodatlowprices.D．Theybothneedvolunteerswithcollectingskills.√解析：細(xì)節(jié)理解題。根據(jù)OLIO部分中的“Thisisaneighbor-to-neighborsharingappforunwantedbuteatablefoodandsomenon-fooditems.”及TooGoodToGo部分“TooGoodToGoisapopularAmericanapp...havedeliciousfoodonspecialofferthatwouldotherwisebinned.”可知，OLIO和TooGoodToGo都旨在減少食物浪費(fèi)。3．Ifyouareinterestedinexploringtheunknown,whichofthefollowingsuitsyoubest?A．OLIO.

B．Zooniverse.C．BeMyEyes. D．TooGoodToGo.解析：推理判斷題。根據(jù)Zooniverse部分可知，Zooniverse是一個(gè)致力于先進(jìn)的全球研究的公益項(xiàng)目。故可推知，對探索未知感興趣的人最適合使用這個(gè)應(yīng)用軟件?！藼Howwouldyougowithoutyoursmartphone?Formanyofus,oursmartphoneisthefirstandlastthingwelookateveryday.Wedependonittoperformanumberoftasksandconnectwithourfriendsandfamily.Buthavewebecomeaddictedtoourphones?Certainly,theinventorofthefirstmobilephone,AmericanengineerMartinCooper,thinkswemightbe.InaBBCinterview,hesuggestedpeoplequitscrolling(刷屏)and“getalife”.Butofcourse,oncewestartscrollingorwatchingvideos,wejustcan'tkickthehabit.PsychologistJeanTwengesayswefeelregretfor“checkingourphoneagainandagainifwe'rewaitingforatextorgettingreallyintosocialmediathenkindof,lookingupandrealisingthatanhourhaspassed”．Butdoesitmatterifwemakethemostofthistechnology?Possibly,becauselikemedicine,theproblemappearswhenitiswithdrawn.AstudyfromKing'sCollegeLondonfoundyoungpeoplecouldn'tcontroltheamountoftimetheyspendontheirphone.Suchbehaviourmeansthatpeoplebecome“anxious”or“upset”iftheyarenotallowedtobeonthephonecontinuously,whichcancauseanxietyandmentalhealthproblems.Interestingly,anotherstudybytheLondonSchoolofEconomicsSciencesuggestswedon'tjustlookatourphoneswhenwereceivetextoremailmessages.Thepeopletheystudiedfeltanautomatical(自動的)needtochecktheirphone,justasasmokerwouldlightacigarette.Onesolutioncouldbeanappthatrewards(獎勵(lì))studentsfortimespentawayfromtheirphones.Anotherchoiceischangingyoursmartphonetoadumbphonethathasnoneofthethingsthatturnyourattentionaway.Butmainly,perhaps,wejustneedtolookupmoreandreconnectwiththerealworld!語篇解讀：本文是一篇議論文。文章論述了手機(jī)依賴癥的特點(diǎn)及其產(chǎn)生的問題，并希望人們能夠放下手機(jī)，投入現(xiàn)實(shí)世界中來。4．WhatisMartinCooper'sattitudetofocusingonsmartphones?A．Uncaring.

B．Doubtful.C．Unclear. D．Unacceptable.解析：觀點(diǎn)態(tài)度題。根據(jù)第二段中的“InaBBCinterview,hesuggestedpeoplequitscrollingand‘getalife’．”可推知，MartinCooper不支持人們天天刷手機(jī)?！?．Whatdoestheunderlinedword“withdrawn”inParagraph3probablymean?A．Stopped. B．Increased.C．Offered. D．Saved.解析：詞義猜測題。根據(jù)畫線詞下文可知，畫線詞所在句意為“就像藥物一樣，當(dāng)它被停用時(shí)，問題就出現(xiàn)了”，也就是說手機(jī)就和藥物一樣，一直吃藥會產(chǎn)生依賴，但一旦停藥，身體就會出問題。由此推知，畫線詞withdrawn與stopped意思接近。√6．Whatistheauthor'skeysuggestioninthelastparagraph?A．Concentrateonstudies.B．Getarewardforofflinetime.C．Buyanewsmartphone.D．Contactwiththerealworld.解析：細(xì)節(jié)理解題。根據(jù)最后一段中的“Butmainly,perhaps,wejustneedtolookupmoreandreconnectwiththerealworld！”可知，與現(xiàn)實(shí)世界接觸是作者在最后一段的關(guān)鍵建議?！?．Whatcanbeasuitabletitleforthetext?A．BenefitsfromSmartphonesB．AddictiontoSmartphonesC．DevelopmentofSmartphonesD．DisadvantagesofSmartphones√解析：選B標(biāo)題歸納題。第一段中的“Buthavewebecomeaddictedtoourphones？”提出了文章的主題，下文對這一主題展開了論述，提出了人們對手機(jī)上癮的癥狀及其產(chǎn)生的問題，最后對此提出了建議。由此可知，B項(xiàng)“智能手機(jī)成癮”適合作本文標(biāo)題。Ⅱ.閱讀七選五Kidsarebeggingparentsforcellphonesatyoungerandyoungerages,leavingfamilieswithtoughchoicestomake.Itmighttakesometimetoteachkidshowtousephonesastools,nottoys.Hereareafewwaystogetthemessageacross.Tellthemnottousephonesatschool.Phonescanbeadistraction(干擾)fromlearningwhenusedintheclassroom.8Infact,43%ofteensadmitthattheyoftenorsometimesusetheirphonesasawaytoavoidface-to-facecommunicationwithothers.Encouragethemtocontactlong-distancerelatives.9They'realsoforkeepingintouchwithpeoplewhoyoumaynotgettotalktoasoften.Ifyouhavefamilieswholiveinanothercityorstate,askyourkidstostrikeupaconversation.Leadbyexample.Settinganexampleisnotonlyabouthowyouuseyourphone,butalsoabouthowmuchyouuseit.Whenyoufeelboredandexpecttoglanceoversocialmedia,fightitbytaki