牛津译林版2019必修第三册Unit2 Natural Disasters Reading课件（32张ppt)

(共31张PPT)
Unit 2 Nature Disasters
Reading I
Free talk
What natural disasters do you know
volcano
drought
flood
landslide
tsunami
earthquake
What would you do during an earthquake
Free talk
Free talk
What would you do during an earthquake
It is important to stay calm.
If I am indoors, I must stay there and wait until the shaking stops. I must find a safe space, such as under a strong table. I must use the stairs and not the lift to get outside safely.
If I am outdoors, I must stay away from any buildings or large objects.
Pupils' lives spared during Falmont earthquake
Two news reports
Girl saves 100 from tsunami
Inverted pyramid(倒金字塔)
The tail
The lead
The body
the most important information
detailed information
background or supporting information
Structure
News report 1 News report 2
The lead
The body
The tail
Para. 1: FALMONT—On 17 March, 476 students and 36 teachers at Falmont Primary School escaped an earthquake that hit the county at 2:27 p.m.
Paras. 2 and 3: the process of escaping successfully from the earthquake
Para. 4: the reason for their calmness in the earthquake.
Para.1: A 10-year-old girl, Sabrina Andron, helped around 100 people escape danger with her knowledge of tsunamis.
Paras. 2 and 3: How Sabrina saved so many lives.
(Not mentioned.)
Skimming
News report 1
When (1) _________
Where Falmont Primary School
What Students and teachers at a primary school
(2) ___________________________________.
How They reacted correctly and quickly when the earthquake hit.
Why (3) __________________________________________
____________________________________.
17 March
saved themselves from an earthquake
The school’s safety procedures taught students and teachers how to protect themselves
News report 1
News report 2
When 20 December
Where (1) ________________
What A girl (2) _____________________________________
________________________.
How (3) __________________________________________
___________________________________.
Why The girl had learnt about tsunamis in a Geography lesson.
Goldshore Beach
saved around 100 people on the beach from a terrible tsunami
The girl and her parents talk to a safety officer and the beach was rapidly cleared of people.
News report 2
Report1 （para2-3）
The process of escaping successfully from the earthquake
In what order does the reporter tells the story
In the order of time
was teaching when
at the same time
the moment the shaking stopped
within one minute and twenty seconds
soon
after a roll call confirmed
Who What Why
Alice Brown ● 1.__________ the classroom door ●3.___________to her students to exit in an orderly line4. _________ their heads with hands ● in case it became damaged and 2._________ to open.
● it was the best time5. ________
their escape.
Students ● 6.________ under their desks, 7.__________ the legs of the desks. ●9. ___________still, 10.________ calmly and quietly. ● went down the stairs and 11._______ to the playground. ● to 8.________themselves from being injured by falling pieces.
● to __________ the teacher’s
instruction.
● to _______ and shelter in a
safe place.
opened
signalled
covering
failed
to make
moved
held on to
remained
waited
rushed
protect
escape
wait for
Report1 （para2-3）
The process of escaping successfully from the earthquake
Which word can be used to replace the phrase “hold on to” in Para.2
A. Grasp. 　 B. Carry. C. Design. D. Remove.
What can we infer from the second and third paragraphs
A. Alice Brown was too nervous to say one word.
B. Alice Brown was calm and organized.
C. Alice Brown was irresponsible.
D. Alice Brown was cold hearted.
Report1 （para2-3）
The reason for their calmness in the earthquake
What made the students remain calm during the earthquake
Miss Brown’s words showed that ______.
A. little students were always calm
B. Miss Brown was good at dealing with all kinds of problems
C. practicing earthquake safety procedures was very important for students
D. earthquakes often happened in Falmont
They practiced earthquake safety procedures twice a year.
Report1 （para4）
Report 2
How Sabrina saved so many lives(Para 2)
How did Sabrina find it was a tsunami
She noticed something odd about the sea water. It wasn’t calm and it wasn’t going in and then out. It was just coming in and in and in. She had learned these were signs of an approaching tsunami.
Report 2
How Sabrina saved so many lives(Para 3)
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 approaching tsunami
That means she didn’t panic. She soon calmed herself down.
They thought she was joking.
Report 2
How Sabrina saved so many lives(Para 3)
Which of the following words can best describe Sabrina
A. Enthusiastic and doubtful. B. Kind and calm.
C. Sympathetic and generous. D. Ambitious and tolerant.
What’s the right order according to the passage
a. Sabrina’s parents didn’t believe her words.
b. Sabrina’s 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. c—d—e—b—a B. e—a—b—c—d
C. d—e—a—b—c D. c—b—a—e—b
What qualities from Ms Brown and Sabrina can we find are extremely helpful when we are faced with emergencies
calm, knowledgeable, brave, thoughtful, quick-minded
Reflection
What can help you survive disasters
Take immediate action
Stay calm
Inform the authority
Related knowledge and practice
It is preparations for a natural disaster that have helped saved lives.
Better warning plans
Advantaged technology
Reflection
● ... that hit the country at 2:27 p.m.
● ... that hit the country at about 2 o’clock.
Compare the sentences and tell which is better
when used in news reports and the reason.
Precise or vague
Explore for the language characteristics
● 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 characteristics
● 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 characteristics
Language characteristics of news reports
To be precise
To be short and simple
To choose proper verbs
To be objective
...
Explore for the language characteristics
There were loud crashes of glass breaking and things falling to the ground, but the students remained still and waited calmly and quietly.
hearing
sight
Explore for the language characteristics
People were walking, running or simply sitting on the sandy beach, enjoying the warm sea air and the soft wind that brushed their hair.
touch
Explore for the language characteristics
Homework
Write a short essay about what we can do to prepare for a natural disaster.