Unit 2 Natural Disasters 语法不定式用法与新闻报道写作 课件-2025-2026学年高一英语译林版必修第三册

译林版高一下学期 必修三Unit 2 不定式用法与新闻报道写作 自主探究语法：to do作定语与状语使用情境 to do在名词/代词后作定语 to do作状语 1. That was one of the cities to be hit. 2. There was nothing for me to do but stay inside. 3. I had enough food and water to last a whole week. To do作定语 (attributives) 回归课文 1. It was the best time for the class to make their escape. 2. Goldshore Beach was the only local beach to survive the disaster without any loss. 1.充当定语的不定式一般位于修饰的名词或代词之后 2.to do有被动式：to be done,与被修饰名词构成被动关系 当堂巩固练习（1） His advice __________ (continue) was helpful. The appeal __________(reduce) pollution was effective. Her attempt __________(locate) them was unsuccessful. The decision ___________ (increase) taxes was not popular. His desire _________(get) a good job motivated him. Her motivation ________________(admit) to university impressed them. There is no need ___________(worry) about him. The opportunity ____________(study) abroad interested Sandra. It is a reminder ___________(master) more life tips. Her wish________________(treat) normally was respected. One way _________(improve) your English is to read more. 除以上抽象名词外，dream, plan, goal, order, requirement, request, suggestion, recommendation, proposal, permission(准许), tendency, preparation, chance, refusal(拒绝) 等词之后亦可接to do作为修饰语,以解释或描述前面名词。 to ~ to ~ to ~ to ~ to ~ to be admitted to ~ to ~ to ~ to be treated to ~ 1. I turned on the TV for some local news, only to hear that... 2. I looked out of the window, only to see... To do作结果状语(adverbials of result) only放在to do之前强调结果的出乎意料（unexpected） 小试牛刀 1. She rushed home, only __________(find) it in ruins. 2. 小女孩正想靠近海浪，只被警告远离这片海岸。 The little girl was about to approach the waves, only ____________________________ the shore. to be warned to keep away from to find 课堂延伸 1.to do 充当目的状语，解释做某事的动机或理由，中文意为“为了...”。例如： They stopped for a minute to rest. I got up early in order to have time to pack. We went around the town so as to miss the traffic jams. 2.to do 充当结果状语的常见句式结构 too + adj./adv. + to do （否定意义） The tsunami was too horrible to escape from. adj./adv. + enough + to do The ice was thick enough to walk on. so + adj. + as + to do He was so careless as to leave his car unlocked. 当堂巩固练习（2） After the earthquake, volunteers rushed to the area _________ (provide) supplies for the survivors. Early warning systems were set up in order __________(reduce) the damage caused by typhoons. The villagers moved to higher ground so as ____________ (avoid) the coming tsunami. The wildfire spread too fast for firefighters _____________(control) before nightfall. The storm was so violent as _____________(knock) down hundreds of trees. The ice on the river was thick enough for emergency vehicles __________(cross) safely. 大楼摇晃得太厉害以至于他无法站稳。(too...to) The building shook too violently for him to stand steadily. 8.人群快速从海滩上疏散以保证安全。(in order to) The beach was rapidly cleared in order to keep everyone safe. to ~ to ~ to ~ to ~ to ~ to ~ 温故知新 常见自然灾害的应对举措： earthquake: tsunami: move inland to higher ground immediately flood: volcanic eruption: close all windows and doors; wear a mask to avoid breathing in ash drop, cover, and hold on; move under a desk or table; stay away from windows and heavy furniture; keep clear of buildings and power lines; stay alert for aftershocks(余震） prepare disaster supplies; leave where you are immediately; move to higher ground; don't walk/drive through the moving floodwater; listen to official reports; keep away from floodwater 迁移创新 假定你是李华，上周日你们学校组织师生观看了关于如何在自然灾害中自救的纪录片。 请写一篇新闻报道，发表在校英文报上，内容包括： 1. 活动目的；2. 纪录片介绍；3. 活动效果。 注意：词数80左右； para1: introduction(background & aim) para2: documentary image/content specific meaures learnt by students para3: effects (general & specific evaluations) structure 巧用积累 活动目的： raise awareness of; promote understanding; equip students with skills/knowledge 活动效果： educational/thought-provoking/beneficial feel better prepared; make a difference to; get inspired to take actions 范文赏析 Last Sunday, our school organized a documentary viewing to raise students' awareness of disaster self-rescue. The documentary opened with shocking images of major natural disasters, setting the stage for the life-saving information that followed. Valuable first aid techniques were introduced throughout the film— for earthquakes, how to drop, cover, and hold on; for floods, the importance of moving to higher ground immediately. The activity proved both educational and thought-provoking. Students now feel better prepared to act properly when facing emergencies. As one student put it, "Knowledge can make the difference between life and death." 假定你是李华，上周日你们学校组织师生观看了关于如何在自然灾害中自救的纪录片。 请写一篇新闻报道，发表在校英文报上，内容包括： 1. 活动目的；2. 纪录片介绍；3. 活动效果。 注意：词数80左右； $