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.pptx

1、Unit 2 Natural disastersWhat do you know about the signs of a natural disaster?Lead-inWhat would you do during a natural disaster?Lead-in As we know, there are different types of natural disasters. If they happen, what impact will natural disasters bring to us and our lives?individuals communities e

2、conomy environmentLead-in As we know, there are different types of natural disasters. If they happen, what impact will natural disasters bring to us and our lives?destructive long-lastingLead-in Can natural disasters be prevented? Natural disasters are hard to be prevented, but with the technology w

3、e have these days, we can get warnings faster and suffer less loss.Lead-in Is there anything we can do when they hit?Lead-inA1Read for the background informationNews report 1When(1) _WhereFalmont Primary SchoolWhatStudents and teachers at a primary school (2) _.HowThey reacted correctly and quickly

4、when the earthquake hit.Why(3) _.17 Marchsaved themselves from an earthquake The schools safety procedures taught students and teachers how to protect themselvesRead the passage Pupils lives spared during Folmont Earthquake A1News report 2When 20 DecemberWhere (4) _WhatA girl (5) _.How(6) _.WhyThe g

5、irl had learnt about tsunamis in a Geography lesson.Goldshore Beach saved around 100 people on the beach from a terrible tsunami The girl warned of an approaching tsunami, and the beach was cleared just in timeRead the passage Girls saved 100from tsunami Read for the background information1. How man

6、y deaths and injuries did the earthquake cause in Falmont? A2Read paragraph 1 and answer the following questions.Careful readingIt caused 7 deaths and over 200 injuries.2. Why did Miss Brown quickly open the classroom door?A2Read paragraph 2 and answer the following questions.She did this just in ca

7、se it became damaged during the shaking and could not open.Careful reading3. What was the right action during the earthquake?The right action was to move under the desks, head first and hold on to the legs of the desks.Answer the following questions (News report 1).Careful reading4. How did Miss Bro

8、wns students exit the classroom?They exited the room in an orderly line covering their heads with their hands.Answer the following questions (News report 1).Careful reading5. What made the students remain calm during the earthquake?They practised earthquake safety procedures twice a year.Answer the

9、following questions (News report 1).Careful reading1. What did Sabrina notice about the sea water?A2Read paragraph 2 and answer the following questions.She noticed that the water was like the bubbles on the top of a beer and it was just coming in and in and in.Careful reading2. What was her parents

10、first reaction when Sabrina warned them of the approaching tsunami?A2Read paragraph 3 and answer the following questions.They thought she was joking.Careful reading3. How many people died during the tsunami on Goldshore Beach on 20 December?Thousands died in the tsunami.Answer the following question

11、s (News report 2).Careful reading4. How did Sabrina know about 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.Answer the following questions (News

12、 report 2).Careful reading5. What does the author mean by saying “., but she soon kept her head”?That means she didnt panic. She soon calmed herself down.Careful reading6. What were the changes of Sabrinas emotion in the whole event?At first, she was happy, enjoying herself on the beach. She must ha

13、ve felt shocked when she noticed a tsunami was approaching. But soon she kept calm and asked for help. When the officer realized the coming danger, she felt relieved.Careful readingDecide which of the following actions takes place before, during or after the disaster takes place. For an earthquakeBe

14、fore DuringAfterFor tsunamiBeforePractise earthquake safety proceduresLearn about tsunamisMove under deskRush to the playgroundOpen the door Inform a safety officerClear peopleHave a roll callCareful reading For an earthquakeBefore DuringAfterFor tsunamiBeforePractise earthquake safety proceduresLea

15、rn about tsunamisMove under deskRush to the playgroundOpen the door Inform a safety officerClear peopleHave a roll callCareful readingAppreciate the video Enjoying on the beachNoticing the unusual wavesWarning her parents of the possible tsunamiConvincing a safety officer of the dangerEvacuating the

16、 people on the beachAssociating the sign with geographicknowledgeGirls saves 100 from tsunamiCareful readingHow can you get the general idea of a news report quickly? Discuss the following question.While readingexplore for the writing stylethe most important informationdetailed informationbackground

17、 or supporting informationInverted Pyramid Format News report 1News report 2The leadPara. 1: FALMONTOn 17 March, 476 students and 36 teachers at Falmont Primary School escaped an earthquake that hit the county at 2:27 p.m.Para.1: A 10-year-old girl, Sabrina Andron, helped around 100 people escape da

18、nger with her knowledge of tsunamis. The bodyParas. 2 and 3: The process of escaping successfully from the earthquake.Paras. 2 and 3: How Sabrina saved so many lives. The tailPara. 4: The reason for their calmness in the earthquake.(Not mentioned.)The purpose of news reports is to inform readers of

19、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.1. What personalities did Miss Brown and Sabrina show in the disaster?Critical thinkingMiss Brown was thoughtf

20、ul when she remembered to open the classroom door during the earthquake. She was calm enough to sense the best time to escape. Work in pairs to answer the following questions.1. Use details from the news reports to support your opinion?Sabrina was watchful when she noticed the strange condition of t

21、he sea. She was quick-thinking, took immediate action and determined to warn her parents of the danger.Work in pairs to answer the following questions.Critical thinking2. What exactly have helped saved lives in these two news reports?In the first news report, the schools safety procedures taught stu

22、dents and teachers how to protect themselves. In the second news report, the girl had learnt the signs of a tsunami in a Geography lesson. So in brief, it is preparations for a natural disaster that have helped saved lives.Critical thinking1. What can you learn from these two news reports? We cannot

23、 prevent natural disasters but we can arm ourselves with knowledge. Loss of life can be limited through disaster preparation. We need to respond to these situations calmly and quickly.Critical thinkingIn the event of a natural disaster, the following things can be helpful: better warning systems, aw

24、areness-centred education programmes, supply kits, plans to get people out of the danger area, and shelter construction.2. What can be done to prepare for a natural disaster?Critical thinkingWhat can help you survive disasters?Take immediate actionStay calmInform the authorityRelated knowledge and p

25、racticeBetter warning plansAdvantaged technologyCritical thinking. 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? On 17 March, 476 students and 36 teachers at Falmont P

26、rimary 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? She made signals to her students to exit the classroom in an orderly line covering their heads with their hands. She signalled to her studen

27、ts to exit the classroom in an orderly line covering their heads with their hands.Verb or noun?of news reportsTo be precise To be short and simple To choose proper verbs To be objective . There were loud crashes of glass breaking and things falling to the ground, but the students remained still and

28、waited calmly and quietly.hearingsightPeople were walking, running or simply sitting on the sandy beach, enjoying the warm sea air and the soft wind that brushed their hair.touchFive types of sensesSensesExamplessighttastesmellhearingtoucha pink sunset clouda sweet cakerough handscry desperatelythe

29、perfume of rosesThe 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”How to desc

30、ribe 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. PracticeThe

31、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

32、 “taste”When 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.

33、PracticeThe 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 understan

34、d a painful or pleasant feeling An effective descriptive methodThe rain was refreshing._The gentle rain fell on our hot faces.The wind is blowing._The biting wind chills me to the bone.PracticeThe sense of hearingFrom the edge of the woods, the white-throated sparrow (which must come all the way fro

35、m 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

36、swoop down from their nests and scold. “Cheeky, cheeky!” they say.Charlottes Web, by E. B. WhiteAdd a soundtrackEnable readers to “hear”How 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

37、 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.PracticeThe sense of smellThe night breezes were pleasant with the scent of Cape jessamine and wild honeysuckle vines. Jubi

38、lee, by Margaret Walker Most nostalgic Evoke readers to recall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.PracticeThe thunder was loud and metallic, like the rattle of sheet iron, a

39、nd 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 The night breezes were pleasant with the scent of Cape jessamine and wild honeysuckle vines. Jubilee, by Margaret Walkertouchs

40、mellMultiple use Describe the picture below, using at least two senses.Homework1. Write an outline of the two news reports according to the table in A1 b y using the new words like at large, signal, exit, a roll call, confirm, safe and sound, occur, keep ones head, relief and crash.2. Surf the Internet to find information on preparations for natural disasters (typhoon, flood, blizzard, volcano, etc.) like warning signs and actions we should take before, during and after natural disasters.