Unit 2 Section Ⅰ “Reading”的课文习读环节-【新课程学案】2025-2026学年高中英语必修第三册教师用书word（译林版）

本高中英语讲义围绕“自然灾害与防范”主题，系统构建语言能力培养支架，涵盖听提取洪水自救信息、读新闻报道掌握防灾知识、说讨论灾害特点与措施、写描述火灾场景等技能，结合动词不定式作定语和结果状语语法项目，通过泛读理清文脉、精读理解细节、语言赏析（用词、句式、场景逻辑）衔接输入与输出。 该资料亮点在于融合语言能力与思维品质培养，如通过新闻体裁首段信息提取训练提升语言理解能力，防干扰技巧（间接原因分析）培养逻辑思维，语言赏析环节（如“slight”“immediately”等词句运用）结合提能训练。课中辅助教师引导学生深入文本，课后帮助学生巩固语言知识，查漏补缺，助力核心素养全面发展。

把握单元素养目标 主题 意识 本单元的主题是“自然灾害与防范”。通过阅读描写自然灾害的文章，认识自然灾害的巨大破坏力，掌握遇到自然灾害时的自救知识；学会在实际生活中运用所学应对各种自然灾害及突发情况，增强解决问题的意识和能力。 语法 项目 掌握动词不定式作定语和结果状语的核心规则，并在语境中正确运用。 语言 输入 听 学会提取录音中的关键词，同时获取并整合听力材料中有关在洪水中安全自救的信息。 读 通过阅读有关自然灾害的新闻报道、相关故事以及小说节选，能够了解和掌握一些与自然灾害相关的安全常识和防范措施。 看 通过观看有关自然灾害的视频，感受自然力量的强大以及自然灾害的巨大破坏性，树立防灾意识和自我保护意识。 语言 输出 写 能从不同角度描述火灾场景，学会合理续写故事的结尾。 说 能就常见自然灾害的种类、特点、起因、危害等与同伴交流讨论；并能向同伴简要介绍自然灾害的防范知识和可以采取的自救措施。 Section Ⅰ　“Reading”的课文习读环节 泛读课文，完成以下学习任务 (一)理清文脉结构 (二)把握主旨大意 1．What's the main idea of the first text? A．The students at Falmont Primary School suffered an earthquake. B．An earthquake hit Falmont Primary School. C．An earthquake caused great damage to Falmont Primary School. D．Students from Falmont Primary School successfully escaped an earthquake. 答案：D 2．What's the main idea of the second text? A．A tsunami hit Goldshore Beach. B．A girl survived a tsunami. C．A girl helped about 100 people escape from a tsunami. D．A safety officer helped people escape from a tsunami. 答案：C 精读课文，完成以下学习任务 (一)阅读理解 1．What were the students doing when the earthquake hit Falmont? A．Playing on the beach. B．Practising safety procedures. C．Having a break between classes. D．Having a class. 2．How did the students react during the earthquake? A．Frightened.　　　　　 B．Calm. C．Relaxed. D．Nervous. 3．Why could the kids protect themselves during the earthquake? A．They often practised earthquake safety procedures. B．Alice Brown was the head teacher at Falmont Primary School. C．The classroom doors of Falmont Primary School were open. D．The students of Falmont Primary School were brave. [Tip] 防干扰之“间接原因” 对于考查事件原因的试题，以间接原因作为干扰项是常见的设误方式。如本题的C、D选项与题干也有关联，且存在一定的事实依据，但它们只是学生能在地震中保护好自己、安全逃生的间接原因，A选项才是直接原因，即真正的原因。 4．What did Sabrina notice about the sea? A．The water was like the bubbles on the top of a beer and kept coming in. B．It was calm and going in and then out. C．The water was warm. D．There was nothing special. 5．What was Sabrina's parents' first reaction to her warning? A．They thought little of the warning. B．They went to a safety officer immediately. C．They were too frightened to leave. D．They cleared the beach of people. 答案：1～5　DBAAA (二)阅读表达 1．How many deaths and injuries did the earthquake cause in Falmont？How about the Falmont Primary School? Only_5_students_suffered_slight_injuries_in_the_school,_despite_the_current_figures_of_7_killed_and_over_200_injured_in_the_disaster_area_at_large. 2．What can we learn from these two news reports? We_cannot_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. 3．What can be done to prepare for a natural disaster? (1)Equip_ourselves_with_knowledge_about_certain_disaster. (2)Learn_some_techniques_to_help_us_survive_in_the_disaster. (3)Practise_safety_procedures_and_learn_to_keep_calm_in_face_of_disasters. |阅|读|技|能|提|升| 本文由两则新闻报道组成，具有鲜明的新闻体裁的文体特征。新闻报道的第一段往往讲明时间、地点、人物、主要事件以及结果，随后各段着重描述事件发生的细节，并补充相关信息。 阅读时应细读首段，理清新闻报道的人物、时间、地点及主要事件。如第一则新闻的首段首句“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.”将涉及的时间、地点、人物、事件全部涵盖在内。 (一)赏用词之妙　 1．Only 5 students suffered slight injuries, despite the current figures of 7 killed and over 200 injured in the disaster area at large. 赏析：本句中使用了形容词slight“轻微的”，更确切地描写出地震发生后，弗尔蒙特小学的师生受影响较小的情况。形容词的使用可以使描写对象更形象具体。 2．After a roll call confirmed that all were safe and sound, they relaxed, laughing, crying and hugging each other. 赏析：safe and sound这一短语描写出师生们安然无恙地从地震中逃生。laughing、 crying和hugging几个动词的连用则写出了他们死里逃生后的激动心情。 3．...so the kids were calm enough to protect themselves during the earthquake. 赏析：本句中enough修饰形容词calm，描绘出了学生们在地震发生时冷静的表现。 4．To her great relief, the officer immediately realized the coming danger. 赏析：本句中使用了副词immediately来修饰动词realized，以此更准确地表达出安全员的快速反应。 [提能训练]　(完成句子) ①She felt a_slight_pain in her injured arm. 她感到受伤的手臂有轻微的疼痛。 ②I won't be able to relax until I know that the kids are safe_and_sound. 直到知道孩子们安然无恙，我才能放松下来。 ③John is old_enough to live on his own. 约翰足够大了，可以独自生活了。 (二)赏句式之高　 1．At the same time, Miss Brown quickly opened the classroom door, in case it became damaged during the shaking and could not open. 赏析：本句中使用了in case引导的目的状语从句，解释了布朗老师开门的原因，表现出了布朗老师在危急情况下的沉着、冷静。 2．There were loud crashes of glass breaking and things falling to the ground, but the students remained still and waited calmly and quietly. 赏析：本句中but引导的转折分句与前半句形成对照，凸显了危急情况下，学生们的冷静与沉着。 3．NEWDALE — On 20 December, a series of huge waves caused by an undersea earthquake raced across the ocean near Goldshore and left thousands dead. 赏析：本句中使用了过去分词短语caused by ...作a series of huge waves的定语。过去分词(短语)作定语是写作中的高级表达，可以使语言运用更简洁、高效。 4．People were walking, running or simply sitting on the sandy beach, enjoying the warm sea air and the soft wind that brushed their hair. 赏析：本句中使用了现在分词短语enjoying the warm sea air and the soft wind作伴随状语，形象生动地表现出海啸来临前人们欢快畅玩的景象。 [提能训练]　(单句语法填空/完成句子)①The girls were gathering in the hall, singing and dancing, celebrating (celebrate) the important festival. ②I took my driving license with me on holiday, in_case_I_wanted_to_hire_a_car. 度假时我随身带了驾照，以防我想要租车。 ③The speech contest held_in_our_school_yesterday turned out to be a great success. 昨天在我们学校举行的演讲比赛结果很成功。 (三)赏描摹之韵(场景描写)　 1．Her students' reaction was quick and correct — they moved under their desks, head first, and held on to the legs of the desks.At the same time, Miss Brown quickly opened the classroom door, in case it became damaged during the shaking and could not open. 赏析：本段文字描述了地震发生时师生们的反应。首先，作者用quick and correct对他们的反应进行了评价，然后用moved under、 head first、 held on to、 quickly opened等词描述他们是如何迅速而正确地应对地震局面的。第一句中的破折号起到解释说明的作用，at the same time自然衔接前后文，同时呈现了面对地震时，老师和学生各自做出的应对。 2．The moment the shaking stopped, Miss Brown sensed it was the best time for the class to make their escape.She signalled to her students to exit the classroom in an orderly line covering their heads with their hands.Within one minute and twenty seconds, the whole class went down the stairs and rushed to the playground.Soon students from other classes arrived too.After a roll call confirmed that all were safe and sound, they relaxed, laughing, crying and hugging each other. 赏析：此段文字讲述了师生们逃到安全地带的过程。首先，作者运用the moment引导的时间状语从句描述了老师所作的迅速反应，同时，sense、 signal、 rush、 relax等一系列的动作描写贴切地再现了当时的场景，准确地描述了地震中师生们的行动。此外，作者运用in an orderly line以及covering their heads with their hands形象地描写了学生们有序撤离的场景；时间状语Within one minute and twenty seconds强调了行动的迅速；safe and sound交代了撤离的效果。最后一句中运用几个并列的现在分词作伴随状语生动地呈现了师生们劫后余生的激动场面。 (四)赏逻辑之巧　 Sabrina was frightened, but she soon kept her head.She warned her parents of the danger, though at first they just thought she was joking.However, Sabrina was certain that a terrible disaster was on its way and kept asking her parents to talk to a safety officer.To her great relief, the officer immediately realized the coming danger.The beach was rapidly cleared of people, just before the huge waves crashed into the coast. 赏析：作者使用了but、 though、 However、 before等连接词条理清晰地描绘出事件的情节线(明线)：感知危险→告知父母→父母不信→Sabrina坚持→通知安全员→游客撤离→海啸来临。同时，frightened、 kept her head、 to her great relief等词也生动地描写了Sabrina的心理活动，清晰地呈现了本段描写中感情线(暗线)的变化：恐惧→冷静→积极应对→如释重负。 自然灾害是人与自然矛盾的一种表现形式，是人类过去、现在、将来所面对的最严峻的挑战之一。自然灾害给人们的生命和财产带来了极大的威胁，意外遭遇自然灾害时，我们需要保持镇定，鼓起勇气，冷静应对。阅读下面的短文，学习文中描写的人们团结一心战胜灾害的决心和对未来生活充满希望的乐观的人生态度。 Stars after the storm It's strange, but I don't really remember much about the hurricane itself.It all happened so quickly.I was sitting in my room with my cat, Smartie, on my lap, when the roof just flew off.All of a sudden, there was sky where the roof had been.I was so frightened that I just froze. Mom cried to get out quickly, but it was already too late by then.The rain was coming down so hard and so fast.Our street turned into a river in seconds.We were going nowhere. At first, I was pleased we could stay at home, but soon it got really tough.Without a roof, staying inside was too dangerous.There was water everywhere, but we couldn't drink any of it otherwise we'd get really sick.We just had drinking water that was sent to us by helicopter, but it was never enough.It was August, so it was really, really hot and it smelled so bad everywhere! Living in the open air, we became breakfast, lunch and dinner for the mosquitos. But Mom said that whatever happens,. It was difficult to stay positive, though.We had lost our home and everything in it, including Smartie.All we had left were the clothes on our backs.But as Mom kept on reminding us, we were all together and safe.Mom's words made us feel better.I remember us all lying under the midnight sky and looking up at the stars.Because there were no lights, we could see the Big Dipper, the Little Dipper and the Milky Way.It was amazing! Even though we had lost a lot, moments like those gave us hope for the future. Now, one year has passed.Although we are surrounded by reminders of the disaster, we are working together to rebuild our homes and our lives.Now we have another chance to look up at the stars of New Orleans, . [阅读理解] 1．What is the phrase “Stars after the storm” mainly about? A．The rescue of the cat Smartie during the hurricane. B．The survival and hope through the hurricane. C．The damage caused by the hurricane. D．The stars of New Orleans after the storm. 2．What does the third paragraph mainly tell us? A．It rained heavily. B．Smartie was lost. C．There was no water to drink. D．The hurricane caused much trouble. 3．What is the most important thing when the disaster comes according to the author's mom's words? A．Their house.　　　　　　 B．Their property. C．Their health and safety. D．Smartie. 答案：1～3　BDC [素养积累] 1．由文积词汇 otherwise adv.　　 否则，要不然 helicopter n. 直升机 mosquito n. 蚊子 the Big Dipper 北斗七星 the Little Dipper 小北斗七星 the Milky Way 银河 be surrounded by 被……环绕 reminder n. 引起回忆的事物，提醒人的事物 2．据文悟句式 句①：that引导宾语从句；whatever意为“无论什么”，引导让步状语从句。 句②：“their beauty inspiring ...on”是动词－ing形式的独立主格结构，在句中作状语。inspiring和giving的逻辑主语是their beauty，而不是句子的主语we。 学科网（北京）股份有限公司 $