外研版必修3 Unit6语篇分析+阅读单（教师版）
(外研社)Book 3 Unit6 Reading and Thinking语篇分析
分析维度 内容项
What：语篇的主题、内容、结构、逻辑关系 一、文章基本信息 文章标题：Hot! Hot! Hot!作者： 文章类型：叙述文（以第一人称叙述个人经历和感受）主题/中心思想：通过描述伦敦高温天气下乘坐地铁的经历，以及由高温引发的对未来灾难的担忧，最后又因到站后感受到凉风而有所释怀，表达了对气候变化问题的关注以及由此带来的思考与情绪波动。
二、文本结构与内容分析 整体结构：文章可分为四个部分。第一部分引出伦敦高温及地铁无空调的情况；第二部分具体描述在高温地铁中的难受感受；第三部分是由高温引发对未来洪水等灾难的应对思考；第四部分因看到报纸上的灾难新闻而想搬去太空，最后以到站后心情的转变结尾。段落分布：采用自然段落划分，每个部分内容相对集中，以 “我” 的见闻和想法为线索串联。开头引入高温话题，中间主体部分详述高温体验和思考，结尾以到站和心情变化收束。逻辑关系：因果关系：文章通过描述伦敦的高温天气和地铁内的炎热环境，间接反映了气候变化的影响。例如，作者提到“each summer in London definitely seems hotter than the last”，暗示了全球变暖的趋势。对比关系：文章通过对比现实中的高温与未来可能的极端气候（如洪水、海平面上升），增强了文章的紧迫感。例如，作者提到“when the Thames rises and there is a flood in London”，将现实中的高温与未来的灾难性场景进行对比。例证关系文章通过个人经历（如地铁内的炎热）和全球事件（如飓风、山火）的结合，将小范围的感受与大范围的问题联系起来。例如，作者从“feeling a bit sick”联想到“moving to space”，体现了个人感受与全球问题的紧密关联。衔接与连贯：使用了 “however”“because”“what's more” 等连接词，以及 “this”“it” 等指代，使文本衔接紧密、逻辑连贯。段落功能：首段引出主题，营造高温氛围；第二段具体描写高温下的感受，增强读者的直观体验；第三段深入思考高温可能带来的后果，拓展主题深度；第四段通过新闻和到站感受，使主题得到升华，引发对气候变化问题的关注与反思。
Why：语篇的深层涵义、情感态度、作者意图 三、写作意图与文化背景分析 文化背景：伦敦作为英国的首都，拥有独特的文化价值观与生活习惯，这些因素深刻影响着人们在高温天气下的反应与思考。英国社会注重秩序与传统，其地铁系统作为重要的公共交通设施，虽然历史悠久，但在面对高温时缺乏相应的现代化应对措施，这反映出传统设施与现代气候挑战之间的矛盾。这种文化背景使得作者在面对高温地铁时，不仅仅是抱怨身体上的不适，更引发了对传统与现代冲突的反思。例如，作者在文中提到自己乘坐的是最古老且最深的地铁线路之一，这暗示了伦敦在城市发展过程中，传统基础设施更新缓慢，难以适应气候变化带来的新问题，体现出英国文化中对传统的坚守在一定程度上阻碍了对现代环境问题的快速应对。背景知识的运用：读者需了解伦敦的气候特点、地铁状况等背景知识，才能更好理解作者的感受和担忧。写作意图：旨在通过个人的经历和感受，唤起人们对气候变化问题的重视，引发读者对未来环境变化的思考。
四、情感态度与价值取向分析 情感态度：作者开篇便直白地表达出对高温天气的厌烦情绪。随着叙述的推进，作者的情感从对当下高温的厌烦逐渐演变为对未来的担忧与恐慌。文章结尾处，作者到站后感受到新鲜的风，心情发生了转变。作者虽然之前沉浸在对高温及未来灾难的担忧中，但在感受到一丝凉风后，开始反思自己是否过度忧虑，体现出人类在面对压力和担忧时自我调节、自我宽慰的心理机制。价值取向：传达出对环境问题的关注，以及人类应积极应对气候变化的价值观。
五、论点与文章有效性分析 论点清晰度与证据支持：没有明确提出论点，但有隐含观点，如气候变化带来灾难，证据是伦敦的高温、报纸上的灾难新闻等，证据较为具体但不够全面系统。文章有效性与局限性：文章从个人角度出发，容易引发读者共鸣，在情感上有较强的感染力，但缺乏对气候变化问题的深入分析和全面论证，存在一定局限性。文章与现实的联系：与当今全球气候变化的现实紧密相关，人们在生活中确实能感受到气温变化等问题，容易引发共鸣。
六、逻辑关系与推理分析 显性逻辑关系：有明显的因果关系，如因为高温所以地铁里难受；因为看到灾难新闻所以感到紧张等。隐性推理与假设：隐含假设是气候变化会持续加剧，导致更多灾难，所以需要提前规划应对，如买船、学游泳、搬去太空等。
How：语篇的文体特征、语言特点、修辞手法、结构分析 七、语言与文体特征分析 语言特点：语言风格较为平实、口语化，使用了如 “awful”“lovely” 等简单易懂且带有感彩的词汇，使文章更具生活气息。句式与句型分析：以简单句为主，也有一些复合句，如 “Because there's no air conditioning, the temperature inside the train can reach 35 degrees!”，句式变化较为自然，符合记叙文的表达习惯。文体特征：具有较强的生活性和叙事性，属于非正式的记叙文文体。修辞手法：运用了比喻的修辞手法，如 “going down the stairs and onto the platform is like jumping into a volcano that's erupting”，将下楼梯到站台的热比作跳进喷发的火山，生动形象地写出了高温的难耐。
八、写作手法分析 写作技巧与表达方式：采用了细节描写，如对地铁里高温感受的描写，“I'm sure the passenger next to me and I are melting and becoming one!”，使读者能深切感受到作者的难受，增强了文章的感染力。
九、个人理解与批判性思维 个人理解与反思：文章让读者能深刻体会到高温带来的不适和对未来的担忧，引发对气候变化问题的思考，可能会使读者更加关注环境问题。批判性思维与反思：文章虽然从个人感受角度出发有一定合理性，但对于气候变化问题的探讨相对较浅，没有深入分析其根源和解决措施等，读者可以进一步思考如何从更宏观的角度应对气候变化。
课文语言表达梳理 一、核心词汇描述天气炎热：Hot、scorching、boiling、sweltering、用法：这些词可直观地描绘出高温天气，程度依次递增。交通相关：Tube（伦敦地铁，特定语境下可替换为 subway 或 underground ）、platform（站台）、train（火车）、air conditioning（空调）用法：这些词汇构建了高温天气下交通出行的场景，如描述在没有 “air conditioning” 的 “Tube” 里，在 “platform” 上等待 “train” 时的酷热感受。感受与情绪：awful（糟糕的）、sick（恶心的）、scared（害怕的）、anxious（焦虑的，与 scared 近义，可丰富表达）、frustrated（沮丧的，因炎热对生活造成影响而产生的情绪）。 用法：在写作中可灵活运用这些词汇描述自身或他人在高温下的心理状态灾难及后果：flood（洪水）、hurricane（飓风）、landslide（山体滑坡）、forest fire（森林大火）、drought（干旱，补充与高温相关的灾难词汇）。用法：这些词汇用于阐述气候变化引发的各类灾难，可通过描述这些灾难来体现高温的严重影响应对措施：put my flat on the market（卖公寓）、buy a boat（买船）、join a beginner's swimming class（参加初级游泳课程）、save energy（节约能源，从环保角度应对气候变化）、plant trees（植树，有助于改善环境应对高温）。用法：在写作关于应对高温及气候变化的内容时，可选用这些词汇来表达具体行动
二、短语及固定搭配温度表达：reach 30 plus degrees（达到 30 多度）、an average high temperature of...（平均高温为……）、rise by...degrees（升高了…… 度）。用法：这些短语在描述温度数值变化时极为实用。例句：The temperature is expected to rise by 5 degrees this week.人群描述：a crowd of passengers（一群乘客）、a group of people（一群人，可替换使用）、the general public（公众，用于更宽泛地指代大众群体）。用法：写作中描述在高温环境下不同人群的反应或行为时可运用例句：A crowd of passengers were complaining about the hot subway.逻辑连接：because of（因为）、due to（由于，比 because of 更正式）、as a result（结果）、therefore（因此）、in addition（此外）。用法：这些词或短语能增强文章逻辑性，使句子之间、段落之间过渡自然例句：Due to the extremely hot weather, many people stayed at home. As a result, the streets were much quieter than usual.
三、句式结构描述状态：It's going to be + adj. + 地点状语用法：用于描述某个地方将会处于某种状态例句：It's going to be unbearably hot in the city center tomorrow.比喻句式：be like + doing sth.用法：像做某事一样，用于生动形象地描述例句：Walking on the street under the sun is like walking on a burning oven.表达确定：I'm sure + 句子.用法：表达某人确定……例句：I'm sure the hot weather will continue for a few more days.比较句式：seem + 比较级 + than...用法：看起来比…… 更……例句：This summer seems hotter than any previous one.假设句式：That way, when + 从句，主句.用法：用于描述在某种假设情况下会发生的事情例句：That way, when the temperature drops, we can finally feel some relief.there be 句型拓展：There is/are likely to be...用法：很可能会有……，用于表达对未来某种情况发生的可能性推测例句：There are likely to be more heat - related illnesses if the hot weather persists.
文章结构梳理 Article Analysis: First Impressions
1. Main IdeaThe article takes the author's experiences and observations during a hot day in London as the main thread. By describing the impact of the sweltering weather on daily travel, such as taking the subway, and the concerns about future disasters like floods triggered by the high temperature, combined with newspaper reports of various extreme weather events around the world due to climate change, it profoundly reveals the troubles and impacts that climate change brings to people's lives. Meanwhile, it expresses the author's complex emotions that shift from anxiety and worry to a sense of relief due to a cool breeze at the end, appealing to people to pay attention to the issue of climate change.
2. Paragraph Summaries and FunctionsParagraph 1Summary: Introduces the topic of the high temperature in London on that day, points out the abnormality of the hot weather, and anticipates the unpleasant situation of taking the Central Line of the subway without air - conditioning.Function: Sets the scene by presenting the abnormal high - temperature situation in London and foreshadows the uncomfortable experiences to come, introducing the main environmental factor (extreme heat) and the context (subway travel) that the author will be dealing with throughout the article.Paragraph 2Summary: Specifically describes the uncomfortable process and feelings of taking the subway in the hot weather, as well as the high - temperature situation that once occurred in the workplace associated with the heat.Function: Builds on the previous paragraph by elaborating on the direct impact of the high temperature on the author's subway journey, adding vivid details to make the reader empathize with the discomfort. The mention of the workplace incident further expands the scope of the high - temperature impact, deepening the theme of how heat affects daily life.Paragraph 3Summary: Deeply reflects on the gradually increasing temperature in London year by year, imagines possible future disasters such as floods caused by high temperature, and proposes a series of coping measures.Function: Shifts from the immediate experience of heat to long - term concerns about climate change and its potential consequences. The proposed coping measures show the author's proactive response to the threat, highlighting the impact of climate change on people's living arrangements and survival strategies.Paragraph 4Summary: Through newspaper news reports, presents various extreme weather events around the world triggered by climate change, further intensifying the author's worries and even leading to the thought of moving to space.Function: Broadens the perspective from London's local situation to a global scale, emphasizing the widespread and severe impacts of climate change. The author's extreme thought of moving to space shows the depth of his worry, strengthening the call for attention to climate change.Paragraph5 Summary: Takes the arrival of the subway at the station as a turning point, where the author's mood changes and he starts to reflect on whether he may have worried too much.Function: Provides a contrast to the previous paragraphs full of worry. The change in the author's mood shows a more balanced view of the situation, adding a sense of realism and suggesting that while climate change is a serious issue, over - worrying may not be the best approach. It also brings the article to a somewhat resolved conclusion, leaving room for the reader to reflect on the overall message.
3. Key Details from Each ParagraphParagraph 1Sees the newspaper headline "Hot! Hot! Hot!" at the subway station and learns that the temperature in London is expected to reach over 30 degrees on that day, which is much higher than the average high temperature of 22 degrees in July.Mentions that there is no air - conditioning on the Central Line of the subway. The author complains about why the subway was invented before air - conditioning and notes that the line he takes is one of the oldest and deepest, and the hottest in the entire subway system.Paragraph 2The feeling of going down the stairs to the platform is like jumping into an erupting volcano, and the temperature inside the train can reach 35 degrees due to the lack of air - conditioning.Taking himself as an example, the author states that it is extremely hot and unbearable while wearing a suit in the crowd, feeling as if he and the passenger next to him are melting together. He also feels sick because of the bacon and eggs he had for breakfast and hopes to make it to Bank station.Recalls that in a hot summer, the sun reflected off the glass building where he works and melted the cars parked downstairs, and worries that a similar situation may repeat today.Paragraph 3Laments that each summer seems to be hotter than the last and feels scared.Considers selling the apartment and buying a boat to be able to travel when there is a flood in London. Worries that the office, being on a low floor, may be flooded and plans to discuss with the manager about moving to the top floor. Decides to immediately join a beginner's swimming class to survive when high - rise buildings are flooded.Paragraph 4Is shocked by the photos in the newspaper showing a hurricane destroying a town in Asia, landslides caused by heavy rain in Eastern Europe, and forest fires due to high temperature in Southern Europe.Experts point out that these severe weather conditions are caused by climate change. Such news makes the author feel nervous, and because it is difficult to avoid disasters on Earth, the author starts to think about moving to space.Paragraph 5Hears the announcement "The next station is Bank!" and arrives at the destination.Walks out of the station with a heavy heart but feels a fresh wind and thinks that perhaps he has worried too much, after all, it's only 30 degrees outside.
Reading Comprehension Worksheet（教师版）
(外研社)Book 3 Unit6 Reading and Thinking: Hot! Hot! Hot!
I. Understanding and Main Idea Extraction（What文章理解与主旨提取）
A. Fill - in - the - Blank Question: At the beginning of the article, the newspaper headline "Hot! Hot! Hot!" and the temperature comparison serve to introduce the theme of __________.
Answer: the high - temperature situation in London and its impacts on the author's life and thoughts
B. Read the opening part of the article (including the newspaper headline and temperature comparison), and summarize the theme introduced in this section in 30-50 words.
Answer: The article begins with the headline "Hot! Hot! Hot!" and a comparison of temperatures, introducing the theme of London's heatwave and its impact on the author's life and thoughts.
目的： 引导学生关注文章开篇的关键信息，理解文章如何引出核心主题，明确文章的主要讨论方向。
阅读技能目标：
培养学生抓取文章关键信息的能力。
能将信息进行整合并形成简洁的总结。
A：Matching Question: Match the paragraphs with their corresponding functions in the article.
Paragraph 1 ( ) A. To intensify the sense of worry through global extreme weather news
Paragraph 2 ( ) B. To express a change in mood after the subway ride
Paragraph 3 ( ) C. To introduce the high - temperature topic and the subway condition
Paragraph 4 ( ) D. To describe the miserable experience in the subway and a related workplace memory
Paragraph 5 ( ) E. To present the author's considerations about future disasters and coping strategies
Answer: 1 - C; 2 - D; 3 - E; 4 - A; 5 - B
B. Below are descriptions of the functions of the article paragraphs. Arrange them in the correct logical order.
Function Descriptions:
Introduces the high-temperature topic and the subway condition.
Describes the miserable experience in the subway and a related memory.
Presents the author's thoughts on future disasters and coping strategies.
Intensifies the sense of worry through global extreme weather news.
Expresses a change in mood after the subway ride.
Answer: 1 → 2 → 3 → 4 → 5
目的： 帮助学生梳理文章各段落的核心功能，把握文章的整体结构和脉络，理解各部分之间的关联。
阅读技能目标：
锻炼学生的归纳概括能力和信息匹配能力，使学生能够准确提炼段落要点，并将其与相应的功能对应起来，增强对文章整体结构的把握能力。
Multiple - Choice Question: Which of the following best describes the author's purpose in mentioning the average temperature in July
A. To show the normal climate in London.
B. To emphasize the unusualness of the high temperature on that day.
C. To compare the temperature differences in different months.
Answer: B
目的： 考查学生对文章中特定细节（提及平均气温的目的）的理解，检验学生对关键信息的关注和解读能力。
阅读技能目标：
训练学生分析细节信息的能力，让学生学会从多个选项中辨别出符合文章内容的正确答案，提高对文章细节的理解和判断能力。
A. Short - Answer Question (30 - 50 words): What happened at the workplace due to high temperature as the author recalled
Answer: The author recalled that in a hot summer, the sun reflected off the building where he worked and melted the cars parked below.
B. Read the following statements and decide if they are true or false:
The author recalled that the high temperatures caused the building where he worked to collapse.
Answer: False
C. Paraphrase the following sentence: "The author recalled that in a hot summer, the sun reflected off the building where he worked and melted the cars parked below. "
Answer: The author remembered that during a scorching summer, sunlight bouncing off his workplace building caused the parked cars underneath to melt..
目的： 让学生找出描述特定场景（地铁热度）的具体词汇或短语，考查学生对文本描述性语言的关注和提取能力。
阅读技能目标：
锻炼学生对文本细节的感知和提取能力，使学生能够精准地从文章中找到关键描述，增强对文章细节的理解和记忆。
II. Emotional and Deeper Meaning Analysis（Why情感与深层意义分析）
A. Multiple - Choice Question: In "This, however, is nothing compared to the train.", the word "however" is used to ( ).
A. Add more information.
B. Indicate a contrast.
C. Summarize the previous content.
Answer: B
B. Fill-in-the-Blank
Instructions: Complete the sentence with the correct function of “however” in the given context.
Sentence: In the sentence “This, however, is nothing compared to the train.”, the word “however” is used to __________.
Answer: indicate a contrast.
目的： 考查学生对文章中连接词（“however”）作用的理解，引导学生关注语篇的逻辑关系。
阅读技能目标：
培养学生分析语篇逻辑的能力，让学生学会通过连接词把握文章内容的转折、对比等逻辑关系，提升对文章连贯性和逻辑性的理解能力。
A. Short - Answer Question (30 - 50 words): Why does the author repeat words related to "hot" in the article
Answer: The repetition emphasizes the high - temperature environment, making the readers more aware of the heat and its impact on the author.
B. Instructions: Rearrange the following words/phrases to form a sentence that explains the author's purpose.
Words/Phrases: the high-temperature environment / the author / to emphasize / repeats / related to "hot" / words / and its impact.
Answer: The author repeats words related to "hot" to emphasize the high-temperature environment and its impact..
C. Instructions: Rewrite the following sentence in your own words while retaining the original meaning.
Sentence: The repetition emphasizes the high-temperature environment, making the readers more aware of the heat and its impact on the author.
Answer: By repeating words like "hot," the author highlights the intense heat and helps readers better understand its effects.
目的： 让学生分析作者重复使用特定词汇（与 “hot” 相关的词汇）的意图，理解作者的写作手法和表达效果。
阅读技能目标：
提升学生对语言表达效果的鉴赏能力，增强学生对词汇运用的敏感度，培养学生对文章语言特色的感知和理解能力。
A. Analysis Question (50 - 80 words): Analyze the psychological factors behind the author's consideration of selling the apartment and buying a boat.
Answer: The author is driven by fear of floods due to rising temperatures. Buying a boat seems like a practical solution to ensure travel, showing a sense of urgency and a desire for self - protection.
B. Short-Answer Question
Instructions: Answer the following question in 30-50 words.
Question: What psychological factors motivate the author to consider selling the apartment and buying a boat
Answer: Fear of floods due to rising temperatures motivates the author. Buying a boat is seen as a practical way to ensure safety and mobility, showing urgency and a desire for self-protection.
C. True or False
Instructions: Determine if the following statement is true or false.
Statement: The author considers buying a boat primarily for recreational purposes rather than as a response to climate-related fears.
Answer: False.
D. Multiple Choice
Instructions: Choose the correct answer.
Question: What psychological factors drive the author to consider selling the apartment and buying a boat
A. A desire for adventure and exploration.
B. Fear of floods and a need for self-protection.
C. Financial constraints and downsizing.
Answer: B.
目的： 深入挖掘作者特定行为（卖公寓买船）背后的心理因素，考查学生对人物行为逻辑的分析能力。
阅读技能目标：
培养学生分析人物行为逻辑的能力，让学生学会从文章中解读人物行为的合理性，增强对文章情节和人物心理的理解和分析能力。
A. Multiple - Choice Question: Based on the article, what can be inferred about the author's future actions
A. The author will definitely sell the apartment in the near future.
B. The author is likely to start learning swimming.
C. The author will stop worrying about climate change.
Answer:B
B. Fill-in-the-Blank
Instructions: Complete the sentence based on the article.
Sentence: Based on the article, it can be inferred that the author is likely to __________.
Answer: start learning swimming.
C. Short-Answer Question
Instructions: Answer the following question in one sentence.
Question: What future action can be inferred about the author based on the article
Answer: The author is likely to start learning swimming.
目的： 根据文章内容推测作者未来的行动，考查学生的推理能力，引导学生依据文本线索进行合理推断。
阅读技能目标：
提升学生的逻辑思维和推理判断能力，让学生学会从已知信息推断未知信息，加深对文章整体内容的理解和把握。
III. Structural Analysis and Creative Output（How结构分析与创造性输出）
The article starts with a comparison between the temperature in London on that day and the average temperature in July. What role does this play in the structure of the article
Answer: The comparison at the beginning of the article serves as an introduction. It emphasizes the unusual high temperature on that day in London by contrasting it with the average temperature in July. This creates a sense of surprise and immediately grabs the reader's attention. Structurally, it sets the stage for the subsequent description of the author's experience in the hot environment and the author's concerns about high temperature and its consequences, leading smoothly into the main content of the article.
目的： 使学生关注文章开篇的写作手法，理解作者通过对比引入主题的意图，进而明白文章结构构建的方式及开篇在整个文章中的重要性。。
阅读技能目标：
提升学生对文章结构和写作技巧的分析能力，让学生学会从文章开头挖掘其对后续内容的引导、铺垫等作用，增强对文章整体逻辑性的理解。。
A. If you were the author and felt the extreme heat in the subway, what other temporary measures might you think of to deal with the high temperature Please write one.
Answer: I might think of taking off some unnecessary clothes (such as the suit jacket) to reduce the heat. Since the high temperature in the subway makes me feel extremely hot, taking off some clothes can directly relieve the heat and make me feel more comfortable. And I could also try to find a relatively less crowded corner in the subway to get more air circulation.
B. In the article, the author thought of measures such as selling the apartment and buying a boat due to high temperature. Please, in the capacity of the author, come up with a different solution to deal with future floods and briefly explain the reasons.
Answer: (Example response)
I would consider building a high - platform shelter on the roof of my apartment building. The reason is that in case of floods, the ground floors may be submerged, but a high - platform shelter on the roof can provide a safe place to stay. I can stock some necessary supplies like food, water, and first - aid kits there in advance. Also, it can be equipped with communication devices to keep in touch with the outside world. This way, I don't need to sell my apartment, and it can also effectively deal with the threat of floods to a certain extent.
C. Question: Combine the content of the article and your understanding of climate change to write a short publicity initiative for London to deal with high temperature and possible floods and other problems. The word count should be around 150 - 200 words.
Answer: (Group discussion answer)
Londoners, climate change is hitting us hard with high temperatures and possible floods. We need to act now!
For high temperatures, we can plant more trees in our neighborhoods. Trees can make the air cooler. Also, when you leave a room, turn off the lights and electrical devices. This helps save energy and reduces heat.
When it comes to floods, we should not throw rubbish into rivers. Rubbish can block the water flow. If you live in a flood - prone area, prepare an emergency kit with food, water, and a flashlight.
Let's all do our part to protect London from climate change!
目的： 全面考查学生对文章内容的理解、对气候变化知识的掌握以及综合写作和创意表达能力，要求学生将文章信息与实际问题解决相结合，提出可行的倡议。
阅读技能目标：
培养学生的综合素养，包括阅读理解、知识整合、写作表达和社会问题关注等多方面能力。学生需要深入理解文章，结合自身知识储备，运用清晰、有条理的语言撰写倡议，提升从文本理解到实际应用的能力。综合信息描述情感发展过程。
IV. Critical Thinking and Application（批判性思维与实践运用）
A. Multiple - Choice Question: What is the main disadvantage of the author's idea of selling the apartment and buying a boat to deal with floods
A. It may not be practical due to high costs.
B. It can't solve the flood problem completely.
C. It's too extreme and not necessary.
Answer: A.
B. Pros and Cons List
Instructions: Create a list of pros and cons for the author's idea of selling the apartment and buying a boat.
Example:
Pros:
Provides mobility during floods.
Offers a sense of security.
Cons:
High costs make it impractical.
Doesn't fully solve the flood problem.
C．Discussion Question
Instructions: Discuss the main disadvantage of the author's plan to sell the apartment and buy a boat. Do you agree with this disadvantage Why or why not (Write 50-80 words.)
Example Answer: The main disadvantage is the high cost, which makes the plan impractical. I agree because buying and maintaining a boat is expensive, and it may not address the root cause of flooding. Instead, investing in flood prevention measures might be more effective.
目的： 引导学生评价作者提出的应对措施（卖公寓买船应对洪水）的缺点，培养学生的批判性思维能力。。
阅读技能目标：
培养学生从不同角度分析问题的能力，让学生学会客观评价他人观点，拓宽思维深度和广度，提升批判性思维能力。
A. Comparison Question (50 - 80 words): Compare the advantages and disadvantages of using personal experience and data statistics to present the climate - change problem.
Answer: Personal experience makes the problem relatable but lacks universality. Data statistics are objective and scientific but may be less engaging.
B. Matching
Instructions: Match the characteristics to either personal experience or data statistics.
Characteristics:
A. Relatable and emotionally engaging.
B. Objective and scientific.
C. Lacks universality.
D. May be less engaging.
Options:
Personal experience
Data statistics
Answers: 1 - A, C; 2 - B, D
C. Reflective Writing
Instructions: Reflect on how personal experience and data statistics can complement each other in addressing climate change. Write 50-80 words.
Example Answer: Personal experience humanizes climate change, making it emotionally impactful, while data statistics provide the evidence needed to drive action. Together, they create a powerful narrative that is both relatable and credible, helping to inspire both individual and collective responses to the crisis.
目的： 对比不同呈现方式（个人经验和数据统计）在表达特定主题（气候变化问题）上的优缺点，深化学生的批判性思维。
阅读技能目标：
深化学生的批判性思维和文学鉴赏能力，让学生学会从不同角度分析表达方式的特点和效果，提高对不同表达方式的理解和分析能力。
Suggestion Question (50 - 80 words): Suggest another way to present the climate - change problem in addition to personal experience and data statistics.
Answer: Using case studies of different cities' responses to climate change can show real - world solutions and challenges, combining practicality and representativeness.
目的：鼓励学生思考其他呈现特定主题（气候变化问题）的方式，培养学生的创新思维和知识迁移能力。
阅读技能目标：
培养学生的创新思维和知识迁移能力，让学生学会突破固有思维模式，将所学知识应用到新的情境中，提升综合素养和思维创新能力。
V. 词块积累及应用
1. 绘制思维导图：
中心词：high temperature
分支 1：Feelings (e.g.,hot、scorching、boiling、sweltering )
分支 2：Measures (e.g., Selling the apartment and buying a boat; Moving the office;Learning to swim)
分支 3：Reflections (e.g., floods in the future due to high temperature)
A. 核心词汇
描述天气炎热：
Hot、scorching、boiling、sweltering、
用法：这些词可直观地描绘出高温天气，程度依次递增。
交通相关：
Tube（伦敦地铁，特定语境下可替换为 subway 或 underground ）、platform（站台）、train（火车）、air conditioning（空调）
用法：这些词汇构建了高温天气下交通出行的场景，如描述在没有 “air conditioning” 的 “Tube” 里，在 “platform” 上等待 “train” 时的酷热感受。
感受与情绪：
awful（糟糕的）、sick（恶心的）、scared（害怕的）、anxious（焦虑的，与 scared 近义，可丰富表达）、frustrated（沮丧的，因炎热对生活造成影响而产生的情绪）。
用法：在写作中可灵活运用这些词汇描述自身或他人在高温下的心理状态
灾难及后果：
flood（洪水）、hurricane（飓风）、landslide（山体滑坡）、forest fire（森林大火）、drought（干旱，补充与高温相关的灾难词汇）。
用法：这些词汇用于阐述气候变化引发的各类灾难，可通过描述这些灾难来体现高温的严重影响
应对措施：
put my flat on the market（卖公寓）、buy a boat（买船）、join a beginner's swimming class（参加初级游泳课程）、save energy（节约能源，从环保角度应对气候变化）、plant trees（植树，有助于改善环境应对高温）。
用法：在写作关于应对高温及气候变化的内容时，可选用这些词汇来表达具体行动
B. 短语及固定搭配
温度表达：
reach 30 plus degrees（达到 30 多度）、an average high temperature of...（平均高温为……）、rise by...degrees（升高了…… 度）。
用法：这些短语在描述温度数值变化时极为实用。
例句：The temperature is expected to rise by 5 degrees this week.
人群描述：
a crowd of passengers（一群乘客）、a group of people（一群人，可替换使用）、the general public（公众，用于更宽泛地指代大众群体）。
用法：写作中描述在高温环境下不同人群的反应或行为时可运用
例句：A crowd of passengers were complaining about the hot subway.
逻辑连接：
because of（因为）、due to（由于，比 because of 更正式）、as a result（结果）、therefore（因此）、in addition（此外）。
用法：这些词或短语能增强文章逻辑性，使句子之间、段落之间过渡自然
例句：Due to the extremely hot weather, many people stayed at home. As a result, the streets were much quieter than usual.
C. 句式结构
描述状态：It's going to be + adj. + 地点状语
用法：用于描述某个地方将会处于某种状态
例句：It's going to be unbearably hot in the city center tomorrow.
比喻句式：be like + doing sth.
用法：像做某事一样，用于生动形象地描述
例句：Walking on the street under the sun is like walking on a burning oven.
表达确定：I'm sure + 句子.
用法：表达某人确定……
例句：I'm sure the hot weather will continue for a few more days.
比较句式：seem + 比较级 + than...
用法：看起来比…… 更……
例句：This summer seems hotter than any previous one.
假设句式：That way, when + 从句，主句.
用法：用于描述在某种假设情况下会发生的事情
例句：That way, when the temperature drops, we can finally feel some relief.
there be 句型拓展：There is/are likely to be...
用法：很可能会有……，用于表达对未来某种情况发生的可能性推测
例句：There are likely to be more heat - related illnesses if the hot weather persists.
目的：通过整理文章中的情感、行为和反思表达，帮助学生形成语义网络，内化语言。
2. 迁移应用：
A. 从给定的句型中选择 3 - 4 个，根据文章主题及自己的生活经验，完成句子填空。
It's going to be ______ in [你所在城市名称] this summer.
Taking the ______ without air conditioning is like ______.
I'm sure there are likely to be ______ if the hot weather continues.
We can ______ to deal with the high temperature.
词汇：
描述天气炎热：hot, scorching, boiling, sweltering
交通相关：subway, bus, train
可能后果：more heat - related illnesses, power outages
应对措施：save energy, plant trees, stay hydrated
目标：通过简单的句型填空，帮助学习者熟悉与文章主题相关的常用表达结构。
B. 两人一组，模拟在高温天气下的对话场景。对话需涵盖对天气炎热的抱怨、在高温环境中的体验、对可能后果的担忧以及讨论应对措施。
示例：
A: Hi, it's so hot these days. It's going to be ______ again today.
B: Absolutely. Taking the ______ to work in the morning was like ______. I felt really ______.
A: I'm worried. I'm sure there are likely to be ______ if this heat wave continues.
B: Yeah, we need to do something. How about we ______
A: That's a good idea. Also, I think the government should ______.
B: And our community could ______ as well.
目标：鼓励学生运用与文章主题相关语言的表达，模拟情景对话。
C. 写一篇 150 - 200 字的短文，描述你所在地区的一次极端高温天气事件：要求：至少使用 5 个给定的核心词汇和 3 种给定的句型结构。
词汇：
描述天气炎热：hot, scorching, boiling, sweltering
交通相关：subway, bus, train, platform
感受与情绪：awful, sick, scared, anxious, frustrated
灾难及后果：flood, hurricane, landslide, forest fire, heat - related illness
应对措施：put my flat on the market（卖公寓）, buy a boat（买船）, join a beginner's swimming class（参加初级游泳课程）, save energy, plant trees, stay hydrated
句型：
It's going to be + adj. + 地点状语
be like + doing sth.
I'm sure + 句子.
seem + 比较级 + than...
That way, when + 从句，主句.
There is/are likely to be...
推荐一些可以帮助应对高温天气的具体措施
示例写作框架：
开头：高温天气的具体情况
中间：描述你和周围人的体验和感受
结尾：高温可能引发的后果以及你认为可以采取的应对措施。
目标：通过写作巩固结果与反思相关表达，拓展学生的输出能力。
目的： 该任务聚焦于词汇积累和应用，帮助学生通过分支的方式进行环境描写、情感描写、并反思后果以及可以采取的措施，增强词汇在实际语境中的运用。
阅读技能目标：
扩展与情感、行为相关的词汇。
将新词汇应用于语境中以增强理解与表达能力。Reading Comprehension Worksheet（学生版）
(外研社)Book 3 Unit6 Reading and Thinking: Hot! Hot! Hot!
I. Understanding and Main Idea Extraction（What文章理解与主旨提取）
1.
A. Fill - in - the - Blank Question: At the beginning of the article, the newspaper headline "Hot! Hot! Hot!" and the temperature comparison serve to introduce the theme of __________.
B. Read the opening part of the article (including the newspaper headline and temperature comparison), and summarize the theme introduced in this section in 30-50 words..
2.
A. Matching Question: Match the paragraphs with their corresponding functions in the article.
Paragraph 1 ( ) A. To intensify the sense of worry through global extreme weather news
Paragraph 2 ( ) B. To express a change in mood after the subway ride
Paragraph 3 ( ) C. To introduce the high - temperature topic and the subway condition
Paragraph 4 ( ) D. To describe the miserable experience in the subway and a related workplace memory
Paragraph 5 ( ) E. To present the author's considerations about future disasters and coping strategies.
B. Below are descriptions of the functions of the article paragraphs. Arrange them in the correct logical order.
Function Descriptions:
1. Introduces the high-temperature topic and the subway condition.
2. Describes the miserable experience in the subway and a related memory.
3. Presents the author's thoughts on future disasters and coping strategies.
4. Intensifies the sense of worry through global extreme weather news.
Expresses a change in mood after the subway ride.
3. Multiple - Choice Question: Which of the following best describes the author's purpose in mentioning the average temperature in July
A. To show the normal climate in London.
B. To emphasize the unusualness of the high temperature on that day.
C. To compare the temperature differences in different months
4.
A. Short - Answer Question (30 - 50 words): What happened at the workplace due to high temperature as the author recalled
B. Read the following statements and decide if they are true or false:
The author recalled that the high temperatures caused the building where he worked to collapse.
C. Paraphrase the following sentence: "The author recalled that in a hot summer, the sun reflected off the building where he worked and melted the cars parked below. "
II. Emotional and Deeper Meaning Analysis（Why情感与深层意义分析）
1.
A. Multiple - Choice Question: In "This, however, is nothing compared to the train.", the word "however" is used to ( ).
A. Add more information.
B. Indicate a contrast.
C. Summarize the previous content.
B. Fill-in-the-Blank
Instructions: Complete the sentence with the correct function of “however” in the given context.
Sentence: In the sentence “This, however, is nothing compared to the train.”, the word “however” is used to __________.
2.
A. Short - Answer Question (30 - 50 words): Why does the author repeat words related to "hot" in the article
B. Instructions: Rearrange the following words/phrases to form a sentence that explains the author's purpose.
Words/Phrases: the high-temperature environment / the author / to emphasize / repeats / related to "hot" / words / and its impact.
C. Instructions: Rewrite the following sentence in your own words while retaining the original meaning.
Sentence: The repetition emphasizes the high-temperature environment, making the readers more aware of the heat and its impact on the author.
3.
A. Analysis Question (50 - 80 words): Analyze the psychological factors behind the author's consideration of selling the apartment and buying a boat.
B. Short-Answer Question
Instructions: Answer the following question in 30-50 words.
Question: What psychological factors motivate the author to consider selling the apartment and buying a boat
C. True or False
Instructions: Determine if the following statement is true or false.
Statement: The author considers buying a boat primarily for recreational purposes rather than as a response to climate-related fears.
D. Multiple Choice
Instructions: Choose the correct answer.
Question: What psychological factors drive the author to consider selling the apartment and buying a boat
A. A desire for adventure and exploration.
B. Fear of floods and a need for self-protection.
C. Financial constraints and downsizing
4.
A. Multiple - Choice Question: Based on the article, what can be inferred about the author's future actions
A. The author will definitely sell the apartment in the near future.
B. The author is likely to start learning swimming.
C. The author will stop worrying about climate change.
B. Fill-in-the-Blank
Instructions: Complete the sentence based on the article.
Sentence: Based on the article, it can be inferred that the author is likely to __________.
C. Short-Answer Question
Instructions: Answer the following question in one sentence.
Question: What future action can be inferred about the author based on the article
III. Structural Analysis and Creative Output（How结构分析与创造性输出）
1. The article starts with a comparison between the temperature in London on that day and the average temperature in July. What role does this play in the structure of the article
2.
A. If you were the author and felt the extreme heat in the subway, what other temporary measures might you think of to deal with the high temperature Please write one.
B. In the article, the author thought of measures such as selling the apartment and buying a boat due to high temperature. Please, in the capacity of the author, come up with a different solution to deal with future floods and briefly explain the reasons.
C. Question: Combine the content of the article and your understanding of climate change to write a short publicity initiative for London to deal with high temperature and possible floods and other problems. The word count should be around 150 - 200 words.
IV. Critical Thinking and Application（批判性思维与实践运用）
1.
A. Multiple - Choice Question: What is the main disadvantage of the author's idea of selling the apartment and buying a boat to deal with floods
A. It may not be practical due to high costs.
B. It can't solve the flood problem completely.
C. It's too extreme and not necessary.
B. Pros and Cons List
Instructions: Create a list of pros and cons for the author's idea of selling the apartment and buying a boat.
C．Discussion Question
Instructions: Discuss the main disadvantage of the author's plan to sell the apartment and buy a boat. Do you agree with this disadvantage Why or why not (Write 50-80 words.)
2.
A. Comparison Question (50 - 80 words): Compare the advantages and disadvantages of using personal experience and data statistics to present the climate - change problem.
B. Matching
Instructions: Match the characteristics to either personal experience or data statistics.
Characteristics:
A. Relatable and emotionally engaging.
B. Objective and scientific.
C. Lacks universality.
D. May be less engaging.
Options:
1.Personal experience：
2.Data statistics：
C. Reflective Writing
Instructions: Reflect on how personal experience and data statistics can complement each other in addressing climate change. Write 50-80 words.
Suggestion Question (50 - 80 words): Suggest another way to present the climate - change problem in addition to personal experience and data statistics.
V. 词块积累及应用
1. 绘制思维导图：
中心词：high temperature
分支 1：Feelings (e.g.,hot、scorching、boiling、sweltering )
分支 2：Measures (e.g., Selling the apartment and buying a boat; Moving the office;Learning to swim)
分支 3：Reflections (e.g., floods in the future due to high temperature)
A. 核心词汇
1. 描述天气炎热：
2. 交通相关：
3. 感受与情绪：
4. 灾难及后果：
5. 应对措施：
B. 短语及固定搭配
6. 温度表达：
7. 人群描述：
8. 逻辑连接：
C. 句式结构
9.描述状态：
10.比喻句式：
11.表达确定:
12.比较句式：
13.假设句式：
14. there be 句型拓展：
2. 迁移应用：
A. 从给定的句型中选择 3 - 4 个，根据文章主题及自己的生活经验，完成句子填空。
1. It's going to be ______ in [你所在城市名称] this summer.
2. Taking the ______ without air conditioning is like ______.
3. I'm sure there are likely to be ______ if the hot weather continues.
4. We can ______ to deal with the high temperature.
词汇：
1. 描述天气炎热：hot, scorching, boiling, sweltering
2. 交通相关：subway, bus, train
3. 可能后果：more heat - related illnesses, power outages
4. 应对措施：save energy, plant trees, stay hydrated
B. 两人一组，模拟在高温天气下的对话场景。对话需涵盖对天气炎热的抱怨、在高温环境中的体验、对可能后果的担忧以及讨论应对措施。
C. 写一篇 150 - 200 字的短文，描述你所在地区的一次极端高温天气事件：要求：至少使用 5 个给定的核心词汇和 3 种给定的句型结构。
词汇：
1. 描述天气炎热：hot, scorching, boiling, sweltering
2. 交通相关：subway, bus, train, platform
3. 感受与情绪：awful, sick, scared, anxious, frustrated
4. 灾难及后果：flood, hurricane, landslide, forest fire, heat - related illness
5. 应对措施：put my flat on the market（卖公寓）, buy a boat（买船）, join a beginner's swimming class（参加初级游泳课程）, save energy, plant trees, stay hydrated
句型：
1. It's going to be + adj. + 地点状语
2. be like + doing sth.
3. I'm sure + 句子.
4. seem + 比较级 + than...
5. That way, when + 从句，主句.
