Unit 2 Natural Disasters Reading ppt课件-（2020）新牛津译林版高中英语高一必修第三册.rar

BY G.ZBY ZYHBY ZYHBY G.ZREADINGREADINGB3U2 Natural disastersBY G.ZBY G.ZThe tailThe tail(optional)(optional)The leadThe leadThe bodyThe bodythe most important informationdetailed informationbackground or supporting informationInverted pyramid01BY G.ZBY G.ZWhere Where WhenWhenWhatWho17 Marchat 2:27 p.m.Falmont Primary School476 Students and 36 teachers Escaped the earthquake with 5 of them injuredReport 1 How did they survive?Why can they do that?What about other people in earthquake?Inverted pyramid01BY G.ZBY G.ZReport 2 20 DecemberGoldshore BeachA 10-year-old girlSaved around 100 people on the beach from a terrible tsunami WhenWhereWhoWhatWhat exact did she do?How terrible the tsunami is?Any other damage caused by it? Inverted pyramid01BY G.ZBY G.ZReason for the “inverted pyramid” widely used in news reports The purpose of news reports is to inform readers of what is happening in the world. It makes senses for the facts to be arranged from most to least important. The “inverted pyramid” allows information to be found quickly in specific sections.Inverted pyramid01BY G.ZBY G.ZThe tailThe tail(optional)(optional)The leadThe leadThe bodyThe bodyInverted pyramid01Report 1Report 2 Para. 1Para. 1Paras. 2 & 3:The process of escaping successfully from the earthquakeParas. 2 & 3:How Sabrina saved so many lives. Paras. 4:The reason for their calmness in the earthquake.(Not mentioned.)BY G.ZBY G.ZReport 102The process of escaping successfully from the earthquakeIn what order does the reporter tells the story?In what order does the reporter tells the story?In the order of timewas teaching whenat the same timethe moment the shaking stoppedwithin one minute and twenty secondssoonafter a roll call confirmedBY G.ZBY G.ZReport 102WhoWhatWhyAlice Brown _ the classroom door _to her students to exit in an orderly line _ their heads with hands in case it became damaged and _ to open. it was the best time _ their escape.Students _ under their desks, _ the legs of the desks. _still, _calmly and quietly. went down the stairs and _ to the playground. to _themselves from being injured by falling pieces. to _ the teachers instruction. to _ and shelter in a safe place.openedsignalledcoveringfailedto makemovedheld on toremainedwaitedrushedprotectescapewait forBY G.ZBY G.ZReport 102The process of escaping successfully from the earthquakeWhich word can be used to replace the phrase “hold on to” in Para.2?Which word can be used to replace the phrase “hold on to” in Para.2?A. Grasp. A. Grasp. B. Carry.B. Carry.C. Design. C. Design. D. D. Remove.Remove.What can we infer from the second and third paragraphs?What can we infer from the second and third paragraphs?A. Alice Brown was too nervous to say one word.A. Alice Brown was too nervous to say one word.B. Alice Brown was calm and organized.B. Alice Brown was calm and organized.C. Alice Brown was irresponsible.C. Alice Brown was irresponsible.D. Alice Brown was coldhearted.D. Alice Brown was coldhearted.BY G.ZBY G.ZReport 102The reason for their calmness in the earthquakeWhat made the students remain calm during the earthquake?What made the students remain calm during the earthquake?Miss Browns words showed that _.Miss Browns words showed that _.A. little students were always calmA. little students were always calmB. Miss Brown was good at dealing with all kinds of problemsB. Miss Brown was good at dealing with all kinds of problemsC. practicing earthquake safety procedures was very important C. practicing earthquake safety procedures was very important for studentsfor studentsD. earthquakes often happened in FalmontD. earthquakes often happened in FalmontThey practiced earthquake safety procedures twice a year.BY G.ZBY G.ZReport 203How Sabrina saved so many lives(Para 2)How did Sabrina find it was a tsunami?How did Sabrina find it was a tsunami?She noticed something odd about the sea water. It wasnt calm and it wasnt going in and then out. It was just coming in and in and in. She had learned these were signs of an approaching tsunami.BY G.ZBY G.ZReport 203How Sabrina saved so many lives(Para 3)What does the author mean by saying “., but she soon kept her head”?What does the author mean by saying “., but she soon kept her head”?What was her parents first reaction when Sabrina warned them of the What was her parents first reaction when Sabrina warned them of the approaching tsunami?approaching tsunami?That means she didnt panic. She soon calmed herself down.They thought she was joking.BY G.ZBY G.ZReport 203How Sabrina saved so many lives(Para 3)Which of the following words can best describe Sabrina?Which of the following words can best describe Sabrina?A. Enthusiastic and doubtful.A. Enthusiastic and doubtful.B. Kind and calm.B. Kind and calm.C. Sympathetic and generous.C. Sympathetic and generous.D. Ambitious and tolerant.D. Ambitious and tolerant.Whats the right order according to the passage?Whats the right order according to the passage?a. Sabrinas parents didnt believe her words.b. Sabrinas parents talked to the safety officer.c. The beach was rapidly cleared of people by the safety officer.d. People were enjoying the warm sea air and soft wind happily.e. Sabrina noticed something unusual and told her parents.A. cdeba A. cdeba B. eabcdB. eabcdC. deabc C. deabc D. cbaebD. cbaebBY G.ZBY G.ZReflection04What can help you survive disasters?Take immediate actionStay calmInform the authorityRelated knowledge and practiceIt is preparations for a natural disaster that have helped saved lives.It is preparations for a natural disaster that have helped saved lives.Better warning plansAdvantaged technologyBY G.ZBY G.ZReflection04On 17 March,476 students and 36 teachers at Falmont Primary School escaped an earthquake 1. _(hit) the county at 227 p.m. Only 5 students suffered slight injuries，despite the current figures of 7 killed and over 200 injured in the disaster area 2. _ large. Alice Brown was teaching 3. _ the floor began to shake. Her students reaction was quick and correct. 4._ moment the shaking stopped，Miss Brown signaled to her students 5._(exit) the classroom in an orderly line covering their heads with their hands. She said that they practiced earthquake safety procedures twice a year.hittingatwhenTheto exitBY G.ZBY G.ZReflection04On 20 December，a series of huge waves 6. _(cause) by an undersea earthquake raced across the ocean near Goldshore and left thousands dead. Goldshore Beach was the only local beach 7. _(survive) the disaster without any loss of life.When people were enjoying the warm sea air and the soft wind，Sabrina noticed something odd and 8. _(ask) her parents to talk to a safety officer. The officer immediately realized the 9._(come) danger. The beach was 10. _(rapid) cleared of people，just before the huge waves crashed into the coast.causedto surviveaskedcomingrapidlyBY G.Z . that hit the country at 2:27 p.m. . . that hit the country at about 2 oclock.Compare the sentences and tell which is better when used in news reports and the reason.Precise or vague?Explore for the language characteristics05BY G.Z On 17 March, 476 students and 36 teachers at Falmont Primary School escaped an earthquake. On 17 March, 476 students and 36 teachers at Falmont Primary School were rescued in an earthquake.Active or passive voice?Explore for the language characteristics05BY G.Z She made signals to her students to exit the classroom in an orderly line covering their heads with their hands. She signalled to her students to exit the classroom in an orderly line covering their heads with their hands.Verb or noun?Explore for the language characteristics05BY G.ZLanguage characteristics Language characteristics of news reportsTo be precise To be short and simple To choose proper verbs To be objective . Explore for the language characteristics05BY G.ZThere were loud crashes of glass breaking and things falling to the ground, but the students remained still and waited calmly and quietly.hearingsightExplore for the language characteristics05BY G.ZPeople were walking, running or simply sitting on the sandy beach, enjoying the warm sea air and the soft wind that brushed their hair.touchExplore for the language characteristics05BY G.ZFive types of sensesSensesExamplessighttastesmellhearingtoucha pink sunset clouda sweet cakerough handscry desperatelythe perfume of rosesBY G.ZThe sense of sightThe thunder was loud and metallic, like the rattle of sheet iron, and the lightning broke in great zigzags across the heavens, making everything stand out and come close to us for a moment.My Antonia, by Willa Cather Most important Enable readers to “see”BY G.ZHow to describe a tornado?The tornado ripped the roofs from houses and threw the bricks of the home across the neighborhood. With its deadly power, the tornado grabbed huge trees and tossed cars around as if they were toys. The street lamps and traffic lights also fall victims to its mighty power. What?What?What?What?What can be seen?What can be seen?destructiondestructionPracticeBY G.ZThe sense of tasteIn the early summer there are plenty of things for a child to eat and drink and suck and chew. Dandelion stems are full of milk, clover heads are loaded with nectar, the Frigidaire is full of ice-cold drinks. Charlottes Web, by E. B. White A powerful way of description Evoke readers to “taste”BY G.ZWhen we walked on the seashore, we could taste the salt in the breeze.How to express the scene of walking on the seashore?How to express the eagerness of going home?When she was on her way to her hometown, she could taste her mothers apple pie on the road when she was still 1,000 miles away.PracticeBY G.ZThe sense of touchThe night breezes were pleasant with the scent of Cape jessamine and wild honeysuckle vines. Throughout the early evening the earth was like a fire banked with ashes; it was nearly midnight before there was real relief.Jubilee, by Margaret Walker Enable readers to understand a painful or pleasant feeling An effective descriptive methodBY G.ZThe rain was refreshing._The gentle rain fell on our hot faces.The wind is blowing._The biting wind chills me to the bone.PracticeBY G.ZThe sense of hearingFrom the edge of the woods, the white-throated sparrow (which must come all the way from Boston) calls, “Oh, Peabody, Peabody, Peabody!” On an apple bough, the phoebe teeters and wags its tail and says, “Phoebe, phoe-bee!” The song sparrow, who knows how brief and lovely life is, says, “Sweet, sweet, sweet interlude; sweet, sweet, sweet interlude.” If you enter the barn, the swallows swoop down from their nests and scold. “Cheeky, cheeky!” they say.Charlottes Web, by E. B. WhiteAdd a soundtrackEnable readers to “hear”BY G.ZHow to describe an underground station at peak time?A mother and her crying child are standing in front of me. She is quietly cleaning dried chocolate syrup off the childs messy face. Farther to the left, two old men are arguing about the most recent tax increase. You hear a little noise and see some paper trash roll by like a soccer ball.PracticeBY G.ZThe sense of smellThe night breezes were pleasant with the scent of Cape jessamine and wild honeysuckle vines. Jubilee, by Margaret Walker Most nostalgic Evoke readers to recallBY G.Z我把树叶放在鼻子前深深地吸了一口气，甜甜的清香悠悠地进入我的肺腑。那是大自然的味道。_I put the leaf in front of my nose to take a deep breath. A sweet smell flowed into my lungs. Thats the smell of nature.PracticeBY G.ZThe thunder was loud and metallic, like the rattle of sheet iron, and the lightning broke in great zigzags across the heavens, making everything stand out and come close to us for a moment.My Antonia, by Willa CatherhearingsightMultiple use BY G.ZThe night breezes were pleasant with the scent of Cape jessamine and wild honeysuckle vines. Jubilee, by Margaret WalkertouchsmellMultiple use BY G.ZBY G.Z5.keep your head 6.exit7.to confirm8.safe and sound1.crashed2.at large 3.procedures4.reactionReflection04Complete the passage of B1BY G.ZBY ZYHBY ZYHBY G.ZEND.THE