Unit 4 Reading for Writing 2（以读促写课课件）英语人教版必修第一册

该高中英语课件围绕“自然灾害”主题，通过情景设问导入，以阅读文章《The Night the River Rose》为范文，分析故事结构与写作要素，结合话题词汇、句型积累和分步写作练习，搭建从输入到输出的学习支架，帮助学生掌握叙事写作逻辑。 其亮点在于融合语言能力与思维品质培养，通过可迁移故事模型（预警→突发→决策→互助→感悟）引导学生逻辑分析，提供话题词汇（如“收到紧急警报”“切断电源”）和实用句型，采用任务型教学分步拆解写作任务。学生能提升语言表达与结构化写作能力，教师可借助系统流程与评价工具优化教学。

Unit 4 Natural Disasters 高中英语人教版必修第一册 Reading for Writing 2 以读促写 Contents 1. Lead in 2. Reading 3. Text Analysis 4. Language Building 5. Mini-writing 6. Writing Task 7. Self-assessment 8. Homework 01. Lead in Lead in 01 Imagine that heavy rain has lasted for hours and an emergency alert suddenly tells everyone in your neighbourhood to move to a safer place. What would you do first? 02 During a natural disaster, what can turn fear into effective action: courage, preparation, cooperation, or something else? Explain your idea. 02. Reading Lead-in Reading The Night the River Rose That summer I was staying with my grandmother in a small town beside the Pine River. The river was usually quiet, and people often walked along its banks after dinner. On a Friday afternoon, however, rain began to fall heavily. By evening, the sky had turned almost black. Rain hammered against the windows, and the wind pushed tree branches against the roof. My grandmother looked outside and said, “The river is rising faster than usual.” At about ten o’clock, an emergency alert sounded on my phone. Seconds later, the town siren cut through the rain. The message was short: the river had risen above the danger line, and families in low areas should move to the hillside community centre. My first thought was to rush outside, but I remembered the safety drill we had practised at school. Running into deep or fast-moving water could make the situation worse. I forced my hands to stop shaking and checked the emergency bag my grandmother kept near the door. It held a flashlight, bottled water, medicine, a radio and copies of important information. We switched off the electricity and put on raincoats. My grandmother walked slowly because of an old knee injury, so I stayed beside her as we followed the marked evacuation route toward higher ground. When we reached the end of our street, muddy water was already rushing along the road like a brown river. For a moment, my heart pounded so hard that I could hear it. Just then, our neighbour Mr Chen appeared with two community volunteers. They had brought safety ropes and were guiding residents along a raised path that had not been covered by water. “Stay together and follow the route,” he called. No one tried to cross the flooded road. Step by step, we moved toward the hill. A little boy in front of us began to cry when the lights went out. I held my flashlight low so he could see the path, while another neighbour carried his small bag. Behind us, Mr Chen supported an elderly man. Nobody moved quickly, but nobody was left alone either. The storm still sounded frightening, yet the simple actions around me made the fear feel smaller. At the community centre, volunteers checked names, handed out dry blankets and helped people contact family members. Some residents shared food; others gave up chairs for older people. By dawn, rescue teams had arrived with boats to check the lowest streets. Several houses had been badly damaged, but everyone from our neighbourhood had reached safety. Later, when the water went down, the streets were covered with mud and broken branches. The disaster had changed the town in a single night, but it had also shown me something I had never understood before. Courage did not mean rushing into danger. It meant staying calm enough to make safe decisions, trusting preparation, and helping others without becoming another person who needed rescue. 03. Text Analysis Text Analysis 故事山 文本内容分析 写作功能 Beginning（开端） “我”住在河边小镇；暴雨持续，河水上涨，熟悉的环境开始出现异常。 用天气、环境和细节埋下危险信号，建立灾害叙事背景。 Rising Action（发展） 手机警报和镇上警笛响起；低洼地区被要求撤离，“我”既紧张又必须照顾行动不便的祖母。 让外部危险与人物责任同时升级，形成真实压力。 Climax（高潮） 街道被洪水阻断，“我”心跳加快；社区志愿者出现并组织居民沿安全路线转移。 用“危机 + 关键决策”制造高潮，突出安全选择而非冒险行为。 Falling Action（转折） 邻里互相照明、提包、搀扶，大家一步步到达高处避难中心。 用具体动作链表现合作，让冲突在互助中缓解。 Ending（结尾） 救援队到达，居民全部安全；洪水退去后小镇开始清理恢复。 交代灾害结果与恢复进展，使故事完整收束。 Theme （主题升华） “我”理解到真正的勇气是保持冷静、遵循准备、作出安全决定并在能力范围内帮助他人。 从事件内部生发“准备—冷静—互助”的主题，避免空喊口号。 故事发展逻辑总结： 异常天气 → 灾害预警 → 紧张与责任 → 关键安全决策 → 有序撤离 → 社区互助 → 救援与恢复 → 新的理解 可迁移故事模型： Warning signs → Disaster strikes → Immediate decision → Safe action → Mutual support → Rescue / recovery → Reflection 预警信号 → 灾害突发 → 关键决策 → 安全行动 → 互助协作 → 救援恢复 → 成长感悟 Text Analysis 可迁移写作要素 Text Analysis 确定”读-学-写”对应逻辑 阅读文本（Read） 学习迁移（Learn） 续写应用（Write） Rain hammered against the windows... 学习用天气、声音和环境变化制造灾害前的压迫感，而不是直接说“the weather was bad”。 用于暴雨、台风、山火烟雾、地震前异常等故事开篇。 The town siren cut through the rain. 学习用一个突发声音/信号触发情节转折。 用警报、广播、手机提醒等快速把故事从“日常”推入“危机”。 My first thought was to rush outside, but I remembered the safety drill... 学习“本能反应 → 记忆/判断 → 安全选择”的人物决策链。 塑造人物并非突然勇敢，而是在害怕中作出合理决定。 I forced my hands to stop shaking and checked the emergency bag... 学习把心理、身体反应与具体行动结合。 避免只写 I was scared；用动作表现人物逐渐恢复控制。 Muddy water was already rushing along the road like a brown river. 学习用比喻和动态动词把灾害场景具体化。 描写洪水、风暴、烟尘等环境时增强画面感。 They had brought safety ropes and were guiding residents along a raised path... 学习用连续动作呈现有组织的帮助，而非笼统写 People helped us. 续写救援/互助场景时写清“谁做了什么、怎样起作用”。 Nobody moved quickly, but nobody was left alone either. 学习用对比句压缩多人协作场面并突出主题。 用于团队、社区、同伴互助类结尾前的情感推进。 Courage did not mean rushing into danger... 学习从前文具体选择中提炼主题，避免生硬套用格言。 结尾回扣人物关键行为，升华“冷静、准备、责任、互助”。 04. Language Building Language Building （1）话题词汇积累 1. 注意到灾害预警信号 ____________________ 2. 收到紧急警报 __________________________ 3. 河水超过警戒线 ________________________ 4. 抓起应急包 ____________________________ 5. 切断电源 ______________________________ 6. 按照疏散路线撤离 _____________________ 7. 转移到地势较高的地方 ___________________ 8. 在压力下保持冷静 _______________________ 9. 在危机中互相帮助 _______________________ 10. 从灾难中逐步恢复 ______________________ notice the warning signs of a disaster receive an emergency alert rise above the danger line grab an emergency bag switch off / cut off the electricity follow the evacuation route move to higher ground remain / stay calm under pressure help one another through the crisis gradually recover from the disaster Language Building （3）高频实用句型 1. 雨点猛烈地敲打着窗户，狂风让屋外的树枝不断摇晃。 ____________________________________________________________________________ 2. 警报声突然划破雨夜，我的心猛地一沉。 ____________________________________________________________________________ 3. 有那么一瞬间，我的大脑一片空白，双手也止不住地发抖。 ____________________________________________________________________________ 4. 尽管仍然害怕，我还是强迫自己检查应急包并扶祖母站起来。 ____________________________________________________________________________ 5. 浑浊的洪水沿着街道奔涌，整条路仿佛变成了一条棕色的河。 ____________________________________________________________________________ 6. 一个接一个，邻居们浑身湿透却安全地到达了避难点。 ____________________________________________________________________________ 7. 回想那个夜晚，我意识到准备充分能把恐慌变成行动，而互助能让困难变得可以承受。 ____________________________________________________________________________ Rain hammered against the windows, while strong winds kept shaking the branches outside. The warning siren suddenly cut through the rainy night, and my heart sank. For a moment, my mind went completely blank and my hands would not stop shaking. Although I was still frightened, I forced myself to check the emergency bag and help my grandmother to her feet. Muddy floodwater rushed along the street, turning the whole road into what looked like a brown river. One by one, the neighbours reached the shelter, soaked to the skin but safe. Looking back on that night, I realized that preparation can turn panic into action, while cooperation can make a crisis easier to face. Language Building （3）衔接表达 功能 表达 预警与氛围 All afternoon...; By nightfall...; Little by little...; The sky grew darker... 危机突发 Suddenly...; Without warning...; Just then...; Seconds later... 心理与决策 For a moment...; My first thought was to...; Instead of..., I...; I remembered that... 行动推进 First...; Then...; Step by step...; As soon as...; One by one... 外界帮助 With his/her help...; Together...; Nearby...; Another neighbour... 结果与缓解 At last...; To our relief...; By dawn...; The danger gradually passed... 结尾回顾 Looking back on...; Only then did I understand...; The experience taught me that... 05. Mini-writing Mini-writing 一、预警信号：交代环境变化，建立危机感 1. 放学前，乌云压得很低，雨越下越大，操场上的积水也在迅速上涨。______________________________________________________________________________________________________________________________________________ 2. 就在这时，我们的手机同时收到暴雨紧急预警。______________________________________________________________________________________________________________________________________________ Before school ended, dark clouds hung low, the rain grew heavier, and water on the playground was rising quickly. Just then, our phones received an emergency rainstorm alert at the same time. Mini-writing 二、灾害突发：把“危险”写成具体场景 3. 几分钟后，雨水从校门方向涌来，一楼走廊很快被水覆盖。______________________________________________________________________________________________________________________________________________ 4. 看到水位不断上涨，我的心怦怦直跳，手心也全是汗。______________________________________________________________________________________________________________________________________________ Watching the water keep rising, my heart pounded wildly and my palms became sweaty. A few minutes later, rainwater rushed in from the school gate, and the ground-floor corridor was soon covered with water. Mini-writing 三、关键决策：让人物在恐惧中作出合理选择 5. 我一度想冲出去找父母，但很快想起老师反复强调过不要冒险进入积水区域。______________________________________________________________________________________________________________________________________________ 6. 我们决定听从老师安排，有序转移到更高的楼层等待进一步通知。______________________________________________________________________________________________________________________________________________ We decided to follow the teacher’s instructions and move in an orderly way to a higher floor to wait for further information. For a moment, I wanted to rush outside to find my parents, but I quickly remembered the teacher’s repeated warning not to enter flooded areas. Mini-writing 四、互助协作：用动作链表现“大家一起应对” 7. 我扶着一名脚踝受伤的同学上楼，另一位同学则用手电照亮楼梯。______________________________________________________________________________________________________________________________________________ 8. 到达安全区域后，大家分享饮用水，并逐一确认同学是否都在。______________________________________________________________________________________________________________________________________________ After reaching the safe area, we shared drinking water and checked one by one that every classmate was there. I supported a classmate with an injured ankle upstairs, while another student used a flashlight to light the stairs. Mini-writing 五、救援与感悟：由结果自然升华主题 9. 两小时后，积水开始退去，救援人员也来到学校确认安全情况。______________________________________________________________________________________________________________________________________________ 10. 回想这次经历，我明白了真正的镇定不是没有恐惧，而是在恐惧中仍能作出安全而负责的选择。______________________________________________________________________________________________________________________________________________ Looking back on the experience, I understood that true calm did not mean feeling no fear, but making safe and responsible choices even when we were afraid. Two hours later, the floodwater began to go down, and rescue workers arrived at the school to check the situation. 06. Writing Task Writing Task 一天午后，你和同学正在学校图书馆自习，突然发生地震。书架开始摇晃，你十分害怕。你想立刻冲出去，但很快想起学校的应急演练，于是按照老师指令先保护自己。震动停止后，你发现一名同学仍因惊慌而无法行动，便和另一名同学一起安慰并陪他沿指定路线撤离。最终大家安全到达操场。 要求：按照“灾害突发 → 心理反应 → 关键决策 → 安全行动 → 同伴互助 → 安全结果 → 成长感悟”的逻辑，完成一个约 120—150 词的英文段落。 Writing Task 二、情节框架构思 故事步骤 内容提示 写作提醒 灾害突发 图书馆自习；地面震动、书架摇晃 用环境动作制造突然性，不要直接跳到结果 心理反应 害怕、心跳加快，本能想往外冲 心理 + 身体反应结合 关键决策 想起应急演练；接受老师指令 写清“为什么改变行动” 安全行动 在震动期间先保护自己；停止后按指定路线撤离 动作符合前文情境，避免英雄式冒险 同伴互助 一名同学吓得无法行动；你与另一名同学安慰并陪同撤离 帮助要具体、适度、可信 安全结果 全班到达操场，老师清点人数 明确冲突如何解决 成长感悟 理解准备、冷静和合作的重要性 主题从事件中自然生发 Writing Task _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ______________________________________________________________________________________________________________________________________________ _______________________________________________________________________ Writing Task I was studying with several classmates in the school library when the floor suddenly began to shake. Books fell from the shelves, and my heart pounded wildly. My first thought was to run for the door, but the safety drill flashed through my mind. Following the teacher’s instructions, I stayed away from the shelves and protected myself until the shaking stopped. When we began to evacuate, I noticed Jason standing frozen beside a desk. Although I was still frightened, another classmate and I spoke calmly to him and stayed with him as we followed the marked route outside. At last, our class gathered safely on the playground and the teacher checked everyone’s name. Looking back, I realized that preparation does not remove fear; it gives us a safe way to act despite it. 07. Self-assessment Self-assessment Total: ____ / 15 评价维度 5分：优秀 4分：良好 3分：基本达标 1—2分：有待改进 情节融洽度 “突发—恐惧—判断—行动—互助—安全”因果完整；灾害应对过程清楚且转折自然。 主要情节合理，个别过程略简略。 基本完成事件，但多为简单罗列，危险与解决之间衔接较弱。 出现无依据的冒险行为、突然获救或明显不合理情节。 人物一致性 人物虽然害怕，但后续行动有应急演练、老师指令或同伴支持作为依据，变化渐进可信。 人物总体可信，情绪转变略快。 人物行为基本合理，但心理变化较模板化。 人物从极度恐惧突然变成“无所畏惧的英雄”，缺少依据。 Self-assessment Total: ____ / 15 评价维度 5分：优秀 4分：良好 3分：基本达标 1—2分：有待改进 主题升华 由具体安全选择和互助行动自然生发准备、冷静、责任与合作主题。 主题明确，与故事相关，但表达稍直接。 有感悟，但与前文具体事件联系较弱。 无升华，或生硬添加“团结就是力量”等口号。 语言表达 环境、动作、身体反应和心理描写融合自然；灾害词汇准确；句式有变化，衔接清楚。 表达清楚，使用部分高质量描写和复合句；少量错误不影响理解。 以简单句为主；描写较泛；存在一定语法或搭配问题。 错误较多；只用 scary / terrible / afraid 等空泛词，或大量照搬范文。 Text Analysis I was studying with several classmates in the school library when the floor suddenly began to shake. Books fell from the shelves, and my heart pounded wildly. My first thought was to run for the door, but the safety drill flashed through my mind. Following the teacher’s instructions, I stayed away from the shelves and protected myself until the shaking stopped. When we began to evacuate, I noticed Jason standing frozen beside a desk. Although I was still frightened, another classmate and I spoke calmly to him and stayed with him as we followed the marked route outside. At last, our class gathered safely on the playground and the teacher checked everyone’s name. Looking back, I realized that preparation does not remove fear; it gives us a safe way to act despite it. 维度 原句 主要问题 升格后 核心原则 情节融洽度 The earthquake came. I ran outside. Then we were safe. 从灾害直接跳到撤离和安全，缺少应对过程；“立刻跑”也与情境不匹配。 The shelves began to shake, and I almost rushed toward the door. Then the school drill flashed through my mind. I followed the teacher’s instructions and waited until the shaking stopped before moving along the marked route. 续写不能只交代结果；危险—判断—行动之间必须有清晰因果。 人物一致性 I was terrified, but I immediately became fearless and saved everyone. 人物从恐惧突然变成“无所畏惧”，且“救所有人”过度英雄化。 I was still frightened, but remembering the drill gave me something clear to do. When I saw a classmate frozen with fear, I stayed beside him and spoke calmly as we left together. 人物可以害怕；成长体现在“害怕但仍能合理行动”。 维度 原句 主要问题 升格后 核心原则 主题升华 I learned that unity is strength. 口号过泛，与应急演练、安全选择等具体情节联系不足。 Looking back, I realized that preparation did not remove fear; it gave us a safe way to act, while cooperation kept anyone from facing the danger alone. 主题要回扣故事中的核心矛盾与关键行为。 语言表达 It was scary. Things moved. I was very afraid. 信息碎片化，环境与人物反应没有整合，语言过于空泛。 Books slid from the shelves as the floor shook beneath my feet. With my heart pounding, I forced myself to remember the steps from our emergency drill. 语言升格的核心是整合“环境 + 身体反应 + 心理 + 动作”，而不是堆砌生词。 08. Homework Homework 微情景段落迁移写作 要求：任选一个所给情境，按照“预警/突发 → 心理反应 → 安全选择 → 互助行动 → 结果 → 感悟”的逻辑，完成一个约 80—100 词的英文段落。注意情节融洽、人物一致，并在结尾自然升华主题。 作业一：台风夜的社区停电 台风登陆前，你和家人已按照社区通知做好准备。夜里风雨突然增强，整个小区停电。你起初十分紧张，但想起提前准备好的手电、饮用水和充电设备，逐渐镇定下来。你和家人留在安全的室内区域，通过电话确认独居老人邻居已经联系上社区工作人员。第二天风雨减弱后，大家一起帮助清理公共走廊。 作业二：海边旅行中的海啸预警 你和父母在海边旅行时，手机突然收到海啸预警。周围有人开始慌张，你也非常害怕。父母提醒你按照当地指示立即离开海岸，大家沿疏散标志向内陆高处移动。在集合点，你把自己的水递给一名哭泣的小 孩，并陪他等待工作人员帮助寻找家人。危险解除后，你对“冷静和准备”有了新的理解。 Homework ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Sample 作业一 The typhoon became much stronger after midnight, and suddenly the whole neighbourhood lost power. For a moment, I felt nervous as the windows shook in the wind. Then I remembered the supplies we had prepared earlier. My family turned on the flashlights, stayed in the safe part of the apartment and checked emergency messages on a charged phone. We also confirmed that our elderly neighbour had contacted community workers. The next morning, after the storm weakened, residents helped clean the shared hallway. The experience taught me that preparation can make a frightening night far more manageable. Sample 作业二 My parents and I were walking near the beach when a tsunami alert suddenly appeared on our phones. People around us looked shocked, and my heart began to race. Instead of staying to watch the sea, we followed the evacuation signs and moved quickly toward higher ground. At the meeting point, a little boy was crying, so I gave him some water and stayed nearby until a worker helped him find his family. Later, when the warning was lifted, I understood that staying calm and following clear instructions can protect both ourselves and the people around us. Thank you for your listening. $