Unit 4 Natural Disasters 同步写作 课件 -2025-2026学年高中英语人教版必修第一册

人教版 必修 第一册 UNIT 4 Natural Disasters 同步话题写作 Activity 1:写一篇关于自然灾害的报道 审题核心是明确文体特性、锁定核心要素、抓住题目限定，避免偏离主题或遗漏关键信息，具体分三步： 第一步：快速判断文体类型 通过题目关键词区分：含 “news”“incident”“accident”“event (社会 / 突发类)” 多为新闻报道，需侧重 “客观陈述事实”；含 “school activity”“campus event”“voluntary work” 多为活动报道，需侧重 “流程 + 目的 + 效果”。 第二步：抓取 “5W1H” 核心信息 圈画题目中的关键提示：Who（参与人，如 students/teachers）、When（时间，如 last Friday）、Where（地点，如 school playground）、What（事件 / 活动内容，如 a speech contest/a charity sale）、Why（目的，如 raise awareness/promote teamwork）、How（简要流程，如 prepared→started→ended），确保写作不缺核心要素。 第三步：关注 “隐性要求” 注意题目中的细节限定：① 字数（如 80-100 词，需控制各部分篇幅）；② 人称（均用第三人称，保持客观）；③ 时态（以一般过去时为主，陈述已发生的事）；④ 特殊指令（如 “需提及活动影响”“简要评价新闻意义”，需额外补充对应内容，避免只写流程 / 事实）。 Activity 1:写一篇关于自然灾害的报道 段落 内容 句子设计 第一段 说明 “活动背景 / 目的”，交代基本信息，突出 “主动性”（如学校 / 社团组织） 1.To enrich campus life, our school’s Art Club organized a painting exhibition in the hall last Wednesday.（适用于文化类活动，点明 “目的 + 组织者 + 活动 + 时间 / 地点”）​ 2.To promote teamwork, the Student Union held a group tug-of-war competition on the playground last Friday.（适用于体育类活动，用 “promote teamwork” 明确活动意义）​ 3.To help students learn about traditional culture, our class organized a paper-cutting activity in the classroom last Thursday.（适用于班级活动，以 “learn about traditional culture” 为目的）​ 4.To raise money for homeless animals, the English Club held a book sale at the school gate last weekend.（适用于公益类活动，突出 “raise money for...” 的公益属性） 第二段 分 “流程节点” 描述（如准备→开场→环节→高潮），加入 “参与者表现” 体现氛围 1.Over 30 students brought their paintings—some showed beautiful landscapes, while others depicted school life. Teachers and students visited the exhibition and praised the works for their creativity.​（适用于展览类，分 “作品类型 + 参观场景”，体现活动细节）​ 2.Each class formed a 10-person team. When the whistle blew, all teams pulled hard, and the audience cheered loudly for them. After three rounds, Class 3 won the first prize.​（适用于比赛类，按 “组队→比赛过程→结果” 顺序，加入 “audience cheered” 烘托氛围）​ 3.Before the activity, students prepared colorful paper and scissors. During the class, a craft teacher taught basic skills, and everyone tried carefully—many made lovely paper flowers.​（适用于手工类，含 “准备环节→指导过程→成果”，突出 “tried carefully” 的参与状态）​ 4.Students donated their old books and sold them at low prices. Many teachers and parents bought books, and some even left extra money to support the activity.​（适用于义卖类，写 “捐赠→售卖→他人支持”，体现活动互动性） 第三段 强调 “活动价值 / 参与者收获” 1.All participants said the exhibition helped them show their talent and learn from each other’s works.​（强调 “展示才华 + 相互学习”，贴合文化类活动价值）​ 2.The competition not only made students feel the joy of teamwork but also strengthened their class unity.​（用 “not only...but also...” 突出 “团队协作 + 班级凝聚力”，适配体育类）​ 3.Through this activity, students learned more about traditional culture and developed an interest in paper-cutting.​（聚焦 “文化认知 + 兴趣培养”，对应传统文化类活动）​ 4.The book sale raised over 600 yuan, and students felt proud to help homeless animals—they hoped to hold more such activities.​（结合 “公益成果 + 参与者感受”，适配公益类活动，体现积极反馈） Activity 1:写一篇关于自然灾害的报道 第一部分——导语：简要概述事件（活动目的、时间、地点、人物、事件等） 1.In order to/with the purpose of... / with the aim of.../为了... 2.To make the teenagers learn more about...为了让青少年了解更多的... 3.To provide/offer a good chance/opportunity for students to ... 为了提供一个机会给学生去... 4.In order to let students have a better understanding of…为了让学生更好地了解... 5.With intention of doing sth, our school held ....  旨在...我们学校举行了... 6.Aiming to...,our school an activity/ a contest...  为了...我们学校举办了...活动/比赛 7.The activity/lecture/contest/game was held in the lecture hall/on the playground in our school last Friday.   这个活动/讲座/竞赛/比赛上周五在我们学校的报告厅/运动场举行... 8.Many students actively participated in/ took part in this activity/ contest/game....很多学生积极参加了这次活动/竞赛/比赛... 【必背句式】 Activity 1:写一篇关于自然灾害的报道 第二部分——主体：详述事件的起因、经过和结果 【相关衔接词】 1.first and foremost / first of all / in the first place /in the beginning 2.besides / additionally/in addition/ what’s more / furthermore / more importantly 3.Last but not least / at last / most importantly 【相关句式】 1.A variety of activities, fun and exciting, attracted lots of participation, among which dumpling making was most welcomed. 丰富多彩、趣味十足的活动吸引了众多人参与，其中包饺子活动最受欢迎。 2.Not only did the students play antique musical instruments and perform Chinese painting and calligraphy, but they also did kung fu and tai chi, which undoubtedly drew these foreign visitors’ attention. 学生们不仅演奏了古乐器、展示了中国书画，还表演了功夫和太极 —— 这无疑吸引了这些外国访客的注意力。  3.Thrilled and curious, all the students immersed themselves in the fascinating programmes, offering applause enthusiastically after it was wrapped up. 怀着兴奋与好奇的心情，所有学生都沉浸在精彩的节目中，节目圆满结束后，大家纷纷热情鼓掌。 【必背句式】 Activity 2:写一篇关于自然灾害的报道 第三部分——总结与评价（活动的影响、意义、感受或启发等） 1.Tired as we were, we all thought that it was quite meaningful to take part in this activity.尽管我们很累，我们都认为参加这个活动十分有意义。 2.I really appreciated the activity, we had a better understanding about...through the activity. 我很感谢这次活动，通过这次活动，我们更好地了解到... 3.This activity turned out to be a great success. Not only did it...but also it...这次活动是一个巨大的成功，它不仅...而且... 4.The activity was of great importance, which provided us with a chance to... 这次活动非常重要，为我们提供了一个机会…… 5.Both of us thought highly of this activity...我们都高度评价这次活动... 【必背句式】 Activity 1:写一篇关于自然灾害的报道 6.Not only did the activity broaden our horizons, but also made us realize the importance of environmental protection. 这次活动不仅开阔了我们的视野，而且让我们意识到保护环境的重要性。 7.Although we were so tired, we all thought that it was really an unforgettable, meaningful and rewarding activity, which left a deep impression on everyone. 尽管我们很累，但我们都认为这是一次难忘的、有意义的和收获满满的活动，它给大家留下了深刻的印象。 8.Undoubtedly, not only did the competition provide the competitors with a chance to show their talents, but also it enriched our campus life. 毫无疑问，这次比赛在提供给选手们一次展示才艺的同时，也丰富了我们的校园生活。 9.It was through this activity that we fully realized that the awareness of respecting the old should be raised .正是通过这次活动，我们充分认识到应该提高尊老意识。 10.By participating in the activity, not only did the students have a better understanding of modern agriculture but also broadened our horizons and raise students’ awareness of green life as well.通过参与这个活动，学生不仅对现代农业有了更好的了解，而且拓宽了我们的视野，提高了学生对绿色生活的认识。 【必背句式】 Activity 1:写一篇关于自然灾害的报道 【模板1】 ______ (标题) In order to______________(目的)，Our school organized_______________________(活动时间、地点)。 As scheduled，________lasts_______________,(活动延续时间),__________________(参与者)。First of all,____________(活动内容一)。Besides, ___________________(活动内容二)。At last __________________(活动内容三)。___________________________(结果).__________________(活动意义)。 Undoubtedly， this ____________ not only_________________, but also________________(评价或自己的感悟)。 Activity 1:写一篇关于自然灾害的报道 【模板2】 ______ (标题) In order to encourage the students to活动目的,our school organized a 活动项目 on 活动时间. Hundreds of us took part in it. It was a nice day. At 8: 00 a.m. ,we gathered at 集合地点and set out for the 目的地 in high spirits. 路上发生的事情About 2 hours later, we all arrived. Bathed in sunshine, we jumped and cheered with joy.  The activity benefited us a lot. Not only好处一 but 好处二. What a wonderful time! Activity 1:写一篇关于自然灾害的报道 【模板3】 ______ (标题) ______(时间或地点) saw/witnessed ______(活动). Aimed at ______(活动目的), this activity was well received in the whole school. ______(参与者) took an active part in the activity. The ______(活动) provided a platform for all the students to ______(活动内容一). Most impressively, ______(活动内容二). With the students' active participation and teachers' enthusiastic support, the ______(活动) was undoubtedly a success.（This activity was highly spoken of by students, for it motivated them to______(影响).） 10 月25日,你校学生会组织了为某地震灾区捐款的活动。同学们踊跃参加,共筹得善款35000元。假如你是校英语报的记者李华，请按以下要点用英语写一则新闻报道。 内容包括: 1.时间、地点、任务、活动; 2.同学们的反应。 注意: 1.词数 80左右; 2.报道的标题和记者姓名已给出(不计人总词数); 3.可适当增加细节,以使行文连贯。 Students Donate Money to Disaster Area Activity 2:Writing 1.donate...... to ..... 2.disaster area 3.Students'Union 4. a big earthquake struck this area 5.show our concern to 6.the victims 7.a great number of 8. take part in 捐献………… 灾难区 学生会 一场大地震袭击了这个地区 表示我们的关心 被害人 大量的，许多的 参加，参与 一、短语积累 新丰县第一中学 (新) - 9.the donation activity 10. in our library 11.last two hours 12.in the end 13. collect 14. the Red Cross 15. our pocket money 捐赠活动 在图书馆 持续两个小时 最终，最后 v.收集，采集；募捐，募集 红十字会 我们的零花钱 ____________, an activity was held by _________________ in our school to _________ money to_______________. 10月25日，我校学生会举行了向灾区捐款的活动。 On October 25 the Students'Union donate the disaster area 第一段：导语（时间，地点，人物，时间，原因） 1.正如我们所知，昨天这个地区发生了大地震。 2.一些房屋在事故中被毁。 As we know, a big earthquake __________ this area yesterday. And some houses ______________ in the accident. 第二段：具体内容 struck were destroyed Therefore, to show our concern to _____________, a great number of students in our school ____________ the donation activity held ______________ 3.因此，为了表达我们对受害者的关心，我们学校的大量学生参加了在我们图书馆举行的捐赠活动。 the victim took part in in our library. 4.从八点钟开始，持续了两个小时。 5.最后，募集到35000元，捐赠给了我市红十字会。 It started from eight o'clock and________________ _____________,35,000 yuan ___________ and given to ________________ in our city. lasted two hours. In the end was collected the Red Cross 6.我们很高兴把我们的零用钱送人。 We were very glad to __________________________ give our pocket money away. 第三段： 活动评价与意义 7.这个活动很有意义，学生们认为值得参加 The activity was so meaningful that students think it worth taking part in it Students Donate Money to Disaster Area On October 25, an activity was held by the Students'Union in our school to donate money to the disaster area. As we know, a big earthquake struck this area yesterday. And some houses were destroyed in the accident. Therefore, to show our concern to the victims, a great number of students in our school took part in the donation activity held in our library.It started from eight o'clock and lasted two hours. In the end,35,000 yuan was collected and given to the Red Cross in our city. We were very glad to give our pocket money away. Li Hua, School Newspaper 三、连句成篇 Activity 3 读后续写 动作描写（“谓语动词 A, B and C” 结构 ） 句型 多个连续动作，用“主语 + 谓语动词 1, 谓语动词 2 and 谓语动词 3” ，按动作先后或逻辑排列，简洁呈现连贯动作流。 迁移示例 The rescuers rushed to the disaster site, carried the survivors and sent them to the shelter.（救援人员冲向灾难现场，抬出幸存者，把他们送到避难所。依次呈现 “冲向现场 - 救助幸存者 - 送往安全处” 连贯动作） 仿写填空 She ______ the first aid kit, ______ the injured and ______ their wounds.（她拿起急救包，扶起伤者，包扎他们的伤口） The villagers ______ the cracks, ______ their belongings and ______ to evacuate.（村民们发现裂缝，收拾财物，准备撤离） They ______ the trapped, ______ the supplies and ______ the ruins.（他们救出被困者，分发物资，清理废墟） 答案 一、动作描写（“谓语动词 A, B and C” 结构） She grabbed the first aid kit, lifted the injured and bandaged their wounds. The villagers found the cracks, packed their belongings and prepared to evacuate. 3.They rescued the trapped, distributed the supplies and cleared the ruins. Activity 3 读后续写 动作描写（“谓语动词 + 非谓语动词（描述肢体动作 / 心理）” 结构 ） 句型 “主语 + 谓语动词 + 非谓语动词（现在分词 / 过去分词 ，体现伴随肢体动作或心理状态 ）” ，让动作与伴随情况融合，丰富表意。 迁移示例 The volunteer walked through the flood, calling out for people in need of help.（志愿者走过洪水，呼喊着需要帮助的人。“walked” 是谓语，“calling out for people in need of help” 现在分词短语表伴随动作） 仿写填空 He stood in the ruins, ______ by the magnitude of the disaster.（他站在废墟中，被灾难的严重程度所震撼。用过去分词短语体现伴随状态） The helicopter ______ over the area, ______ for survivors trapped under the bricks.（直升机在区域上空盘旋，搜寻被困在砖块下的幸存者。现在分词短语表伴随动作） They sat in the shelter, ______ about their destroyed homes.（他们坐在避难所里，担忧着被毁坏的家园。现在分词短语体现伴随心理） 答案 二、动作描写（“谓语动词 + 非谓语动词（描述肢体动作 / 心理）” 结构） He stood in the ruins, shocked by the magnitude of the disaster. The helicopter hovered over the area, searching for survivors trapped under the bricks. They sat in the shelter, worrying about their destroyed homes. Activity 3 读后续写 情绪 + 动作融合（非谓语动词（描述肢体动作） + 句子（描述心理） ） 句型 先以非谓语动词（多为现在分词）呈现肢体动作，后接句子说明心理，把外在动作和内在情绪关联，让情绪表达更具画面感。 迁移示例 Shaking with fear, she said she had never experienced such a powerful tornado.（她恐惧地颤抖着，说自己从未经历过如此强烈的龙卷风。“Shaking with fear” 展现肢体动作，后续句子点明恐惧的心理） 仿写填空 ______ with relief, he ______ the child had been revived.（欣慰地笑着，他说孩子已经苏醒。非谓语体现动作，句子说明欣慰心理） ______ with anxiety, she ______ her family was trapped in the flood.（焦虑地踱步，她说家人被困在洪水里。非谓语表肢体，句子表焦虑心理） ______ with determination, they ______ they would rebuild the village.（坚定地握紧拳头，他们说会重建村庄。非谓语展动作，句子表坚定心理） 答案 三、情绪 + 动作融合（非谓语动词（描述肢体动作）+ 句子（描述心理）） Smiling with relief, he said the child had been revived. Pacing with anxiety, she said her family was trapped in the flood. Clenching with determination, they declared they would rebuild the village. Activity 3 读后续写 情绪 + 神态融合（非谓语动词（描述心理） + 句子（描述心理 + with 复合结构（神态描写） ） 句型 非谓语动词（如现在分词）体现心理，句子进一步阐释心理，并用“with + 名词 + 形容词 / 现在分词” 复合结构描绘神态，多维度渲染情绪。 迁移示例 Grateful, the survivor thanked the rescuers with tears rolling down his cheeks.（心怀感激，幸存者感谢救援人员，泪水顺着脸颊流下。“Grateful” 表心理，“with tears rolling down his cheeks” 复合结构描神态） 仿写填空 ______, she described the tsunami with her voice ______.（惊恐万分，她描述海啸时声音在发抖。非谓语表心理，复合结构描神态） ______, he watched the volcanic eruption with his eyes ______.（震惊不已，他看着火山喷发，眼睛睁大。非谓语体现心理，复合结构绘神态） ______, they cheered for the rescue team with their hands ______.（欣喜若狂，他们为救援队欢呼，手挥舞着。非谓语表心理，复合结构描神态） 答案 四、情绪 + 神态融合（非谓语动词（描述心理）+ 句子（描述心理 + with 复合结构（神态描写）） Terrified, she described the tsunami with her voice shaking. Shocked, he watched the volcanic eruption with his eyes wide open. Overjoyed, they cheered for the rescue team with their hands waving. Activity 3 读后续写 环境描写（形容词（描述心理） + 句子（描述肢体动作） + with 复合结构（神态描写） ） 句型 先用形容词体现人物心理，接着句子描述肢体动作，再以“with + 名词 + 形容词 / 现在分词” 复合结构补充神态，借环境或场景关联心理、动作与神态。 迁移示例 Terrified, the family huddled in the basement with their hearts pounding.（恐惧万分，一家人蜷缩在地下室，心怦怦直跳。“Terrified” 表心理，“huddled in the basement” 是动作，“with their hearts pounding” 描神态） 仿写填空 ______, she ______ through the landslide with her hands ______.（紧张不安，她穿过山体滑坡，双手颤抖。形容词表心理，句子描动作，复合结构绘内在状态） ______, he ______ the emergency supplies with his 眉头 ______.（焦虑不已，他清点应急物资，眉头紧锁。形容词体现心理，句子表动作，复合结构描神态） ______, they ______ in the open air with their bodies ______.（寒冷刺骨，他们在户外瑟瑟发抖，身体颤抖。形容词表心理，句子描动作，复合结构绘神态） 答案 五、环境描写（形容词（描述心理）+ 句子（描述肢体动作）+with 复合结构（神态描写）） Nervous, she walked through the landslide with her hands trembling. Anxious, he counted the emergency supplies with his eyebrows furrowed. Freezing, they stayed in the open air with their bodies shaking. Activity 3 读后续写 环境描写（形容词（视觉、听觉、嗅觉）） 句型 用视觉、听觉、嗅觉相关形容词描绘环境，营造氛围，为故事添背景色彩，让读者借感官感受场景。 迁移示例 The dark sky, with the whistle of the hurricane howling, made people feel hopeless.（黑暗的天空中，飓风呼啸作响，让人们感到绝望。“dark”（视觉）、“whistle of the hurricane”（听觉）营造氛围） 仿写填空 The ______ village, with the ______ of floodwater rushing, was in chaos.（被淹没的村庄里，洪水奔流的声音不断，一片混乱。填视觉、听觉形容词 / 名词，营造氛围） The ______ area, with the ______ of burning metal, made rescuers cough.（烧焦的区域里，金属燃烧的气味弥漫，让救援人员咳嗽。用视觉、嗅觉形容词 / 名词，渲染场景） The ______ field, with the ______ of dry grass, showed the severity of the drought.（干裂的田野里，干草的气息扑鼻，显示出干旱的严重。借听觉、视觉形容词 / 名词，营造氛围） 答案 六、环境描写（形容词（视觉、听觉、嗅觉）） The flooded village, with the sound of floodwater rushing, was in chaos. The burnt area, with the smell of burning metal, made rescuers cough. The dry field, with the smell of dry grass, showed the severity of the drought. Activity 3 读后续写 公用高级句式（倒装结构） 句型 把谓语或谓语部分提前，如“副词 / 介词短语 + 谓语 + 主语” ，突出强调，让句子有变化、更紧凑，增强表达力度。 迁移示例 Only after the typhoon passed did the villagers realize the extent of the damage.（只有台风过后，村民们才意识到损失的程度。“Only after the typhoon passed” 提前，引发倒装，强调时间节点） 仿写填空 ______ did the rescuers find the last survivor.（直到第三天，救援人员才找到最后一名幸存者。用倒装突出找到幸存者的时间） ______ can we reduce the impact of natural disasters.（只有依靠科学智慧，我们才能减轻自然灾害的影响。借倒装强调减轻灾害影响的方式） ______ came the news of the successful evacuation.（在临时避难所，传来了成功撤离的消息。用倒装突出消息出现的情境） 答案 七、公用高级句式（倒装结构） Only on the third day did the rescuers find the last survivor. Only by relying on scientific wisdom can we reduce the impact of natural disasters. In the temporary shelter came the news of the successful evacuation. Activity 3 读后续写 巧用修辞手法（比喻） 句型 用“像…… 一样” （like ）、“仿佛……” （as if ） 等，把事物比作另一类事物，让描述生动形象、具体可感。 迁移示例 The tsunami wave was like a giant wall, sweeping away everything in its path.（海啸波浪像一堵巨墙，席卷了沿途的一切。把海啸波浪比作巨墙，突出其威力） 仿写填空 The volcanic eruption was ______ that lit up the night sky.（火山喷发像一座喷发的巨塔，照亮了夜空。用比喻描绘火山喷发的壮观） The rescuers' efforts were ______ that kept hope alive.（救援人员的努力像一束光，让希望不灭。借比喻展现努力的意义） The cracks in the ground were ______ that spread rapidly.（地面的裂缝像一张网，迅速蔓延。用比喻体现裂缝的形态） 答案 八、巧用修辞手法（比喻） The volcanic eruption was like an erupting tower that lit up the night sky. The rescuers' efforts were like a beam of light that kept hope alive. The cracks in the ground were like a net that spread rapidly. Activity 3 读后续写 巧用修辞手法（拟人） 句型 把事物或抽象概念当作人，赋予人的动作、情感、神态等，让描写鲜活有趣，拉近与读者距离。 迁移示例 The hurricane roared through the town, tearing apart houses and trees.（飓风在小镇咆哮，撕碎房屋和树木。“roared” 赋予飓风人的动作） 仿写填空 The flood ______ the village, swallowing everything in its way.（洪水侵袭村庄，吞噬沿途一切。拟人化，赋予洪水 “侵袭” 动作） The ruins ______ silently, telling stories of the disaster's cruelty.（废墟静静矗立，讲述着灾难的残酷。让废墟 “矗立”，拟人呈现） The emergency whistle ______ in the distance, urging people to take shelter.（远处的应急哨声在呼喊，催促人们躲避。赋予哨声 “呼喊” 的拟人化行为） 答案 九、巧用修辞手法（拟人） The flood attacked the village, swallowing everything in its way. The ruins stood silently, telling stories of the disaster's cruelty. The emergency whistle called in the distance, urging people to take shelter. Activity 3 读后续写 巧用修辞手法（夸张） 句型 故意夸大或缩小事物特征、程度，突出特点，增强感染力，让读者印象深刻。 迁移示例 The drought was so severe that the ground cracked as if it would split into pieces.（干旱如此严重，地面裂开，仿佛要碎成碎片。夸张突出干旱的程度） 仿写填空 The tornado was so powerful that ______ that nothing was left standing.（龙卷风威力巨大，仿佛要把整个城镇卷走，没留下任何站立的东西。夸张渲染龙卷风的威力） The rescue work was so tough that ______ to pull out one survivor.（救援工作极其艰难，他们花了仿佛整整一天才救出一名幸存者。夸张体现救援的艰难） The impact of the flood was so great that ______ in the village.（洪水的影响如此之大，村庄里几乎所有东西都被冲走。夸张突出洪水的影响） 答案 十、巧用修辞手法（夸张） The tornado was so powerful that it seemed to sweep away the entire town that nothing was left standing. The rescue work was so tough that it took them a whole day to pull out one survivor. The impact of the flood was so great that almost everything in the village was washed away.  Mary and her parents were downstairs in the living room, anxiously watching the relentless rain pour down outside. It had been raining continuously for three days, and the storm showed no sign of letting up. The wind howled fiercely, causing the trees to sway violently, while the rain hammered against the windows and roof. Mary had never seen a storm this bad. It was making her nervous.      As they listened to the weather report on the radio, Mary's heart raced with fear. The report confirmed their worst fears — the city was already flooded. Mary felt a surge of panic and said suddenly, "Mum, Dad, I think we should leave here right away." "No, it's too late," said Dad, shaking his head. 不停的 停止 呼啸 摇摆 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。  "We can drive our car through the floodwater. Let's leave. I'm really scared," cried Mary. "We can't do that, honey," explained Mum. "The water could wash the car away."      Mary walked to the door. She could hear the rain pounding against it and she couldn't resist the urge to see for herself how bad the flooding was. "Don't open the door," shouted Mum and Dad at the same time. "The water could flood in."  Dad took an extra precaution by moving the dinner table against the door, in case the floodwater forced the door open. Mum gestured for Mary to sit on the sofa. "Mary, don't worry. Everything's going to be OK," she said softly, trying her best to comfort her daughter. Despite her reassuring tone, Mary could sense the underlying worry in her mother's voice.      Without saying a single word, Dad walked to the sofa and sat down. He wrapped his arms tightly around his wife and daughter, trying to provide comfort and security in the midst of the raging storm. The sudden silence in the house seemed to make the wind and rain outside even more frightening. As the storm raged on, a sense of unease lingered and intensified in the air. adj. 潜在的 狂风暴雨 继续猛烈进行 adj. 让人安心的 Paragraph 1: All of a sudden, the floodwater forced the door open. Paragraph 2: Being upstairs, they breathed a sigh of relief. characters father mother Mary who what rain storm flood Flood water poured into their house. What happened next? Paragraph 1: All of a sudden, the floodwater forced the door open. How did they feel? What did they do? 前情回顾：Dad took an extra precaution by moving the dinner table against the door, in case the floodwater forced the door open. terrified, frightened, fearful, nervous Mom... Dad... Mary... Paragraph 2: Being upstairs, they breathed a sigh of relief. tried to get away from the flood water, avoid being swept away went upstairs (the second floor) emotions, actions Paragraph 2: Being upstairs, they breathed a sigh of relief. How did they feel? What did they do? What’s the result? What does this story try to convey? Mom... Dad... Mary... fearful, nervous, but a little relieved Did the flood recede(退去）? Were they saved at last? comforted each other---wait for rescue team As long as the family stayed together, they can weather any storm. Expressions Learning 恐惧；害怕 fearful, dread terrified, 害怕的；惊恐的 adj. The storm outside raged on, the thunder crashing and lightning flashing, mirroring the chaos inside me. 外面的风暴肆虐，雷声轰鸣，闪电交加，与我内心的混乱相呼应。 Fear gripped me by the throat, making it difficult to breathe or think clearly. 恐惧扼住了我的喉咙，让我难以呼吸或清晰地思考。 My knees felt like jelly, and I struggled to stand upright. 我的膝盖像软糖一样无力，我挣扎着想要站直。 The sight of the horrible scene made me flesh creep. 看到这可怕的情景，我浑身都起鸡皮疙瘩。 relieve vt．解除；缓解→relief n．宽慰；解脱 comfort v．宽慰 pat v．轻拍；爱抚 hug v．拥抱；抱住n．拥抱 pat sb. on the shoulder 轻拍某人的肩膀 throw one’s arms around sb. tightly without hesitation 毫不犹豫地紧紧地搂住某人 reach out one’s hand 伸出手 wipe out tears from sb’s cheek擦去某人脸上的眼泪 gather sb. into one’s arms 把某人揽入怀里 鼓励；安慰 Paragraph 1: All of a sudden, the floodwater forced the door open. The three of them stood frozen in horror as water gushed into the living room, quickly rising and soaking their feet. Mary screamed and grabbed onto her parents tightly. Mum acted quickly, grabbing a life jacket and putting it on Mary. Dad attempted to push the table against the door to stop the water from rushing in, but it was no use. Realizing the urgency of the situation, Dad made a quick decision. He carried Mary while holding Mum's hand, making their way up to the second floor. With each step, they could feel the water rising behind them. 他们三个站在那里吓呆了，因为水涌进了客厅，迅速上升，浸湿了他们的脚。玛丽尖叫着紧紧抓住她的父母。妈妈迅速行动起来，抓起一件救生衣给玛丽穿上。爸爸试图把桌子推到门上阻止水冲进来，但是没有用。意识到情况的紧急，爸爸迅速做出了决定。他抱着玛丽，拉着妈妈的手，向二楼走去。每走一步，他们都能感觉到身后的水在上涨。 Paragraph 2: Being upstairs, they breathed a sigh of relief. They were safe for the moment. Looking out of the window, Mary could see the water continuing to rise, swallowing everything in its path. They huddled together, hoping the storm would pass soon. At this moment, the sound of sirens cut through the howling wind from a distance, indicating that rescue teams were on their way. A glimmer of hope sparked within them. Despite the chaos outside, a sense of unity and strength filled the room, reminding them that they could weather any storm as long as they stayed together. 他们暂时是安全的。望向窗外，玛丽看到水还在继续上涨，吞没了所到之处的一切。他们挤在一起，希望暴风雨很快过去。这时，远处的警笛声穿透了呼啸的狂风，说明救援队已经在路上了。他们心中燃起了一线希望。尽管外面一片混乱，但一种团结和力量的感觉充满了房间，提醒他们只要团结在一起，他们就能经受住任何风暴。 THANKS $