Unit 2 grammar&usage&integrated skills ppt课件-（2020）新牛津译林版高中英语必修第三册.rar

Integrated skills 1Continuing a story about a flood What can you see in the pictures? What happens during the flood?Lead-in1. What do you know about floods? 2. When will floods happen? 3. What damage may floods cause? Floods are common natural disasters. Floods commonlyhappenduringheavyrain,whenriversoverflow,whenoceanwavescomeonshore,whensnowmeltstoofast,orwhendamsbreak. Floods often cause people to lose their lives andproperty.Theycausedamagetotheeconomyandenvironmentandevencontributetooutbreaksofdiseases.1.Haveyoueverheardofaflood?2.Haveyoueverbeencaughtinaflood?3.Ifso,pleasedescribewhathappenedtoyouandwhatyoudidtoreducethedamage.4.Whatwasitlike?5. What did the people caught in a flood do to savethemselves?Discuss about experiences about floods ListeningListentothetalkanddecidewhetherthefollowingstatementsaretrue(T)orfalse(F).Circletheincorrectinformationinthefalsestatementsandcorrectitintheblanks.1About250,000peopleintheworldareaffectedbyfloodseveryyear.2.Floodsarenotalwayscausedbyheavyrainfall.3.Peopleshouldpreparefoodanddrinkingwatertolastatleastsevendays.4.Fifteencentimetresofmovingwatercanwashmostcarsaway.A1F250millionTFFthreeSixtyknockanadultdownorListen and paraphraseReplacethephrasesinpartAwiththewordsinthetalk.intheworldeveryyearnotalwaysfoodanddrinkingwaterworldwideannuallyusuallydisastersuppliesBefore a flood Prepare(1)_.Theyshouldinclude: (2)_; sleepingbags; (3)_; food; drinkingwater. Bringthe(4)_totheupperlevelsofthehouse.Flood safety tipsdisastersuppliesA2alightsourcewarmclothesmostimportantobjectsDuring a floodLeaveimmediatelyandmoveto(5)_. Movetotheupperfloorifyouarealreadyinsideabuilding. Donot(6)_throughthemovingfloodwater.After a floodListenforofficial(7)_tolearnwhenitissafetogohome.Watchoutfor(8)_andpowerlines.Stayawayfromthefloodwater.Itmaybepollutedandunsafetotouch.A2highergroundwalkordrivenewsreportsdamagedroadsFlood safety tipsDescribe the pictureAhouse,withthedoorandwindowsshuttightly,wassurroundedbyaflood.Thetreesbesideitwerebentbythestrongwind.Thewindroaredandtherainbeatontheroofandwindows.Therewasacarcaughtinthemovingfloodwater,likeaboat.BReadingHow to read a story?when,wherewhowhat,why,howSettingCharactersPlot1. Where did the story take place? 2. Who were in the story?3. What happened?Read for the detailed informationA storyWhenWhereWho WhatWhyHowMaryandherparentsTheyweretrappedathome,notsurewhattodo.ThecityMaryandherparentslivedinwasflooded.Ithasbeenrainingnon-stopforthreedays.InthehouseOnarainydayPlease read again and fill in the following table.SettingCharactersPlotIntheirhouseMary,Mum,DadThecityMaryandherparentslivedinwasflooded.Theyweretrappedathome,notsurewhattodo.Analyse the emotionsDad:nervous,scared,curiousseeminglycalm,worried,cautiouscalm,cautiousMary:Mum:1.WhatwillMaryandherfamilydonext?2.Cantheymakeaphonecalltosomeoneforhelp?3.Willtheyleavethehouseorwilltheystayathome?4.Whatwilltheybringwiththemiftheychoosetoleave?5.Howwilltheyleavethehouse?6.Whatcantheydotokeepthemselvessafeiftheychoosetostayathome?Read for the theme Whenfacedwithadangeroradisaster,wearesupposedtoremaincalmandtrytocomeupwithwaystoprotectourselves. Itisnecessarytoknowaboutsomesurvivalskillsincaseofdanger. Optimism,encouragementandlovecanrelieveourfearandnervousness. .Homework1. Plan your story.2. Finish the workbook.Integrated skills 2Continuing a story about a floodStoryPlotPlotWhyWhatHowWhoWhen & WhereSettingSettingCharactersCharactersMary and her parentsOn a rainy day, in their houseTrapped in their house by a storm?The city they lived in was flooded.The plot lineThe plot lineMary and her parents were trapped at home by a storm.Mary and her parents had no idea what to do.Mary wanted to leave but her parents thought it was dangerous. ? ? What if Mary and her parents try to leave their house? What if they decide to stay at home? What safety tips from Part A can be used to help Mary and her parents protect themselves? Will any new characters appear? Who are they and what will they do?CSpeakingWhat if Mary and her parents try to leave their house? What if they decide to stay at home?pWhichchoicemaybringthemmoredangerandwhy?pWhatmaybethepossibledecisionandwhowillmakeit?Leave or stay?Stay:_Leave:_P Preparedisastersupplies. Movingtotheupperfloorifyouarealreadyinsideabuilding. Dontwalkordrivethroughthemovingfloodwater. pIftheydecidetoleavethehouse,whatdotheyneed?pIftheydecidetostayindoors,whatdotheyneed?pDotheyhavethem?What safety tips from part A can be used to help Mary and her parents protect themselves?Will any new characters appear? Who are they and what will they do?pIfnewcharactersappear,whoarethey?Whatwilltheydo?WhatwillMaryandherparentsdo?pIfnonewcharactersappear,whatwillMaryandherparentsdo?Tip:In a discussion, you maynot hearsome of yourpartners wordsclearly, or youwould likehim/her to explainhis/herideas moreclearlytoyou.Trytoaskforclarification,e.g.Im sorry, could you say that again? What do you mean by that? Could you please explainthis word?CA:Doyouthinktheyshouldleaveimmediatelyorstay?B:Itsadifficultchoicetomake.Itsadilemmaforsure.A:Could you please explain what “dilemma”means?B:Itsasituationwhereonehastomakeareallydifficultchoice.Iftheyleave,theycouldgetwashedaway.Iftheystayandtheraincontinues,thedownstairswillbecomeflooded.A:Ithinktheyshouldstay.Thehouseisthesafestplace.Theycanmoveupstairsawayfromtheflood.Besides,theirdisastersuppliesareupthereanditsmoredangerousoutside!B:What do you mean by that?CA:Therearedamagedroadsandpowerlineseverywhere,nottomentionthemovingwater.Atleasttheyllbeprotectedfromthebadweatherathome.B:Thatmakessense.Buthowwilltheyknowhowlongtherainwillcontinueandwhentherescueworkerswillcome?A:Theycanlistentotheradioformoreinformation.Whentherainstopsandtherescueworkerscomeknockingontheirdoor,theywillbewaitingsafeupstairs.B:Iagree.Also,itseasiertoidentifyrescueworkersfromupstairs.A:Exactly.Ihopetherescuersarrivesoonerratherthanlater,andeveryonewillbesafeintheend.CPlanning your writing Learning about the text typeThetypicalfeaturesofastoryarethesetting,charactersandplot.Thesettingreferstothetime,theplaceandthesocialandculturalconditionsconnectedwiththecharacters.Thecharactersareusuallypeopleoranimals.Therecanbeonemaincharacterormanyinthestory.Theplotreferstotheseriesofeventsthathappeninthestory.WritingD Learning about the structureAtthebeginningofyourwriting,usetransitionalwordsorsentencesto make connectionswith the first half of thestory.Makesurethesecondhalfmatchesthefirsthalfintermsofcharactersandcontent. Learning about the languageDialogueisimportantinastory.Itcanshowemotion,movethe plotforward andreveal a characters personality.Dialogueisusuallyplacedinsidequotationmarks.Caught in a flood(PartII)Afterabriefdiscussion,MumandDaddecidedtheyshould stay in the house.They thoughtit would be reallydangeroustotrytowalkthroughthewatertogettohigherground.“Mary,wellhavetogoupstairsandwaitthere,”saidMum.“OK,Mum.Ifthatswhatyouthinkisbest,”Maryreplieduncertainly. Sothey went upstairs and waited. Downstairs, waterstartedfloodingintothelivingroomandkitchen.Allthreeofthem were nervous, but at least they haddisaster supplies,includingfoodanddrinkingwater.Finally,therainstopped,butMaryandherfamilycouldnotleavewhilethehousewasstillflooded.Theylistenedtotheradioandlearntthatrescueworkersinboatswerecomingto rescue people who were trapped in their homes. Theywaitedforaboattoarriveattheirhouse.Theirhomehadbeenbadlydamaged,buttheywereallhappytobealive.Checking your writingRemembertocheckyourwritingafteryoufinishandexchangedraftsbetweenyouandyourpartner.Payattentiontothefollowingaspects:PunctuationSpellingGrammarChoiceofwordsStyle(formal/informal)StructureTip 1Read for the basic information and draw a plot line to get a clear picture.Tip 2Get clues from the given information to create a reasonable plot.Tip 3Follow the original language style and keep the style consistent.Self-review Does your writing match the first half of the story in terms of characters and content? Do you use dialogue in your writing?Peer review What does your partner think of your writing? Does it show creativity and imagination? What suggestions does your partner give on improving your writing?Homework1. Polish up your story.2. Finish the workbook.B3U2 Natural disastersGrammar & Usageshock -n. -v. 使.震惊，使.惊愕 be shocked at.eg. I was shocked to hear that my shop was damaged.-n. 震惊；惊讶 休克；剧烈震动 have/get a shockshockedshockingflood -n. flood -n. (U) 洪水, 水灾 eg. The heavy rain has caused floods in many parts of the country. (C) 大批（人/物） a flood of tears 泪如泉涌-v. 淹没，泛滥；挤满，充满 eg. The room is flooded with water. 大量涌入/涌出 flood in/into/out of eg. Refugees continue to flood into neighbouring countries.curious -adj. -adj. 好奇的，求知欲强的be curious about sth. be curious to do sth.eg. They were very curious about the people who lived upstairs.eg. I was curious to find out what she had said.奇特的，不寻常的eg. It was a curious feeling, as though we were floating on air.(在空中飘浮)curiosity-n. eg. His answer didnt satisfy my curiosity.Curiosity killed the caterupt-v. (火山)爆发；(岩浆)喷出eg. The active volcano could erupt at any time.eg. Ash began to erupt from the crater.eg. My father just erupted into fury.eruption-n. a volcanic ; an of violent protesterupt -v. port -n. port -n. 港口城市，口岸eg. Rotterdam is a major port. 港口，避风港eg. The ship spent four days in port.harbour -n. (海)港口，港湾 to enter/leave eg. Several boats lay at anchor in the harbour.volcano -n. active/dormant/extinct volcanoactive VS. passivetake an active part in 活火山 active volcano休眠火山dormant volcanoextinct volcanoSubmarine volcanoGrammar and usageTo-infinitives as attributives & adverbials of result 1. What kind of natural disasters are connected with a strong storm?Lead-in Typhoon, hurricane, tornado 2. What should people do during a strong storm?Stay inside and close and lock all the windows and doors. Listen to the radio to keep informed of what is going on.During a strong storm, we should stay at home and listen to the radio to keep informed of what is going on. Besides a radio, we can have a computer or a smart phone to update the information. However, you can find so much information to read online. Part of it is true. Part of it is false. Sometimes, you collect all the information, only to make yourself confused. Whats the function of the to-infinitives in the following sentences? Exploring the rulesRead the passage on P20, underline the sentences with to-infinitive and fill them in the table according to the different functions.To-infinitives as attributives To-infinitives as adverbials of resultI was staying in Atlanta, and that was one of the cities to be hit.That morning, I turned on the TV for some local news, only to hear that a hurricane was on its way.When the to-infintive is used as an attributive(定), it is often put _ (before/after) the noun or pronoun it modifies.When the to-infintive is used as an adverbial(状) of result, it can refer to an _ (expected/unexpected) result. In this case, we often use only before the to-infinitive.afterunexpected Working out the rulesGo through the grammar notes on P9899.Applying the rulesB1(1) e(2) c(3) d(4) b(5) a Complete the diary entry below using to-infinitives.B2 (1) to find books about hurricanes (2) to find he was not in the office (3) to attend (4) to make PPT slides for my project Work in pairs and complete the conversation using to-infinitives. B3 (1) was actually the first to leave (2) to keep us warm (3) wanted to return home as soon as possible (4) to find it completely destroyed (5) advised us to take an active part in the rebuildingOther functions of to-infinitives besides attributives and adverbials of resultSubject:Object:Object completement:Predicative:Other special funcions: (1) To keep smiling is healthy for you. (2) Its important to learn English well. We all hope to learn English well.(1) Our Enlish teacher wishes us to learn English well.(2) I saw him cross the street.My job is to help you (to) learn English well. (1) I am glad to help you with your English. (2) Many students ask how to learn English well.Consolidation1. 少吃点油炸食品是个好主意。2. 你需要在安静的地方学习。3. 我告诉他不要放弃。4. 你能给我一些可以写字的纸吗？5. 我大声朗读来锻炼我的发音。6. 我跑到车站，却被告知火车已经离开了。It is a good idea to eat less fried food.You need to study at a quiet place.I told him not to give up.Can you give me some paper to write on?I read loudly to practise my pronunciation.I ran to the station, only to be told that the train had already left.Homework1. Find out the sentences with to-infinitive on Pages 1617 and understand the functions.2. Finish the workbook.