Unit 4 Reading for Writing 2（以读促写课分层作业）英语人教版必修第一册

**基本信息** 高中英语新授课同步练，采用A/B/C组+高考拓展分层设计，以“词汇句型—语篇写作—思维迁移”为知识巩固路径，融合语言能力培养与思维品质提升。 **分层设计** |层次|知识覆盖|设计特色| |----|----------|----------| |A组巩固过关|核心词块与基础句型|词块默写+句子翻译+微段整合，夯实语言基础| |B组能力进阶|写作支架与篇章结构|七步支架句+自查清单+诊断升格，搭建能力建构阶梯| |C组思维拔高|情境综合与思维迁移|双情境选择+核心表达应用+自然主题生成，促进深度思维| |拓展链接高考|高考题型与应试能力|原创仿真读后续写，衔接高考测评需求|

分层作业 Unit 4 Period 3 Reading for Writing 2 目 录 A组 巩固过关 B组 能力进阶 C组 思维拔高 拓展 链接高考 一、高频词块默写 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 ___________________________ 【答案】 1. notice the warning signs of a disaster 2. receive an emergency alert 3. rise above the danger line 4. grab an emergency bag 5. switch off / cut off the electricity 6. follow the evacuation route 7. move to higher ground 8. remain / stay calm under pressure 9. help one another through the crisis 10. gradually recover from the disaster 二、翻译句子 1. 警报声突然划破雨夜，我的心猛地一沉。 __________________________________________________________________________________2. 有那么一瞬间，我的大脑一片空白，双手也止不住地发抖。 __________________________________________________________________________________3. 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。 __________________________________________________________________________________4. 一个接一个，邻居们浑身湿透却安全地到达了避难点。 __________________________________________________________________________________5. 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。 __________________________________________________________________________________ 【答案】 1. The warning siren suddenly cut through the rainy night, and my heart sank. 2. For a moment, my mind went completely blank and my hands would not stop shaking. 3. Although I was still frightened, I forced myself to check the emergency bag and help my grandmother to her feet. 4. One by one, the neighbours reached the shelter, soaked to the skin but safe. 5. Looking back on that night, I realized that preparation can turn panic into action, while cooperation can make a crisis easier to face. 三、基础整合：把孤立信息改写成连贯微段 要求：使用 My first thought was to... but I remembered...、Instead of...、Step by step... 和 One by one...，将下列信息整合成 4—5 个连贯句子。 During a school camping trip, the storm grew stronger. An emergency alert told us to move to the main activity centre. I felt frightened and wanted to run back to the tents for my phone. I remembered our leader’s instruction not to leave the group. I stayed with my classmates. A younger student began to cry. I held a flashlight low while another student carried his bag. We followed the marked route and reached the centre safely. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】 When an emergency alert told us to leave the campsite, I felt frightened and my first thought was to run back to the tents for my phone, but I remembered our leader’s instruction not to leave the group. Instead of separating from my classmates, I stayed with them and followed the marked route. Step by step, we moved toward the main activity centre. A younger student began to cry, so I held my flashlight low while another student carried his bag. One by one, we reached the centre safely. 支架式写作 校英文网站 Safe Choices 栏目正在征集“我在恐惧中作出安全选择的一次经历”。你参加学校校外实践，傍晚暴雨突然加剧，基地附近的小河迅速上涨，手机很快收到撤离警报。你十分紧张，一度想独自跑回宿舍拿东西，但想起老师反复强调必须留在队伍中并按标志路线撤离。你们带上应急用品，跟随老师向地势较高的综合楼转移。途中一名同学因扭伤脚踝走得很慢，你与另一名同学轮流搀扶并用手电照路。到达安全区域后，老师清点人数，救援人员随后确认危险逐渐解除。请以学生投稿者的身份写一篇 100—120 词的英文故事。 一、七步支架句：根据提示完成每一步 故事步骤 句式支架 写作提醒 预警信号 All afternoon, __________. By evening, __________. 先让环境出现异常，再引出危机 灾害突发 Seconds later, __________ and we were told to __________. 用警报/通知把日常推入危机 心理反应 For a moment, my __________ and my first thought was to __________. 身体反应＋本能想法写真实恐惧 关键决策 I remembered __________, so instead of __________, I __________. 写清“为什么改变行动” 安全行动 Following __________, we __________ toward __________. 行动符合指令与情境，避免冒险 互助协作 I __________, while another classmate __________. 至少两个具体动作表现合作 安全结果与成长 At last, __________. Looking back, I realized that __________. 先解决危机，再由关键行为生成主题 【答案】 1. dark clouds gathered and the rain grew heavier / the river was rising quickly 2. received an emergency flood alert / move to the main activity centre on higher ground 3. heart pounded and hands shook / run back to the dormitory for my bag 4. the teacher’s warning to stay with the group and follow the marked route / running off alone / stayed with the group 5. the teacher’s instructions / moved step by step / the higher main building 6. supported a classmate with an injured ankle / used a flashlight to light the path 7. everyone reached the safe area and the teacher checked our names / courage means staying calm enough to make safe choices and help others 二、句群搭桥：由句到段 A. 预警与突发：使用 All afternoon...、By evening... 和 Seconds later...，用 2 句写出天气恶化、河水上涨以及紧急警报。 ____________________________________________________________________________________________________________________________________________________________________ B. 心理与决策：使用 For a moment...、My first thought was to... but I remembered...，写出害怕、想独自返回以及最终留下的原因。 ____________________________________________________________________________________________________________________________________________________________________ C. 安全行动与互助：使用 Following...、Step by step... 和 while...，写出按路线转移以及搀扶、照明两个具体动作。 ____________________________________________________________________________________________________________________________________________________________________ D. 结果与反思：使用 At last...、To our relief... 和 Looking back...，写出安全到达、清点人数以及对“勇气”的新理解。 ____________________________________________________________________________________________________________________________________________________________________ 三、段落成篇 请把七步内容整合成一篇 100—120 词的英文投稿。不要逐句照搬支架；人物可以害怕，但“改变行动”必须由应急准备、老师指令或明确判断触发，互助行为要具体、适度、可信。 ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 自查清单： [ ] 预警具体 [ ] 恐惧可信 [ ] 决策有据 [ ] 行动安全 [ ] 互助具体 [ ] 结果完整 [ ] 人物一致 [ ] 主题自然 【答案】 During an outdoor study trip, heavy rain kept falling and the nearby river rose quickly. Seconds later, we received an emergency alert telling us to move to the main activity centre on higher ground. My heart pounded, and for a moment I wanted to run back to the dormitory for my bag. Then I remembered our teacher’s warning to stay with the group and follow the marked route. Step by step, we moved uphill together. I supported a classmate with an injured ankle, while another student used a flashlight to light the path. At last, everyone reached the safe area and the teacher checked our names. Looking back, I realized that courage means staying calm enough to make safe choices and help others. 四、迁移核对 检查项 我的证据 完成情况 预警具体 我用天气、声音、环境变化或警报写出了危险正在接近。 □ 已完成 □ 待修改 恐惧可信 我写出了心跳、发抖、犹豫等身体/心理反应，而不是只写 I was scared。 □ 已完成 □ 待修改 决策有据 人物改变行动由演练、老师指令、警报信息或明确判断触发。 □ 已完成 □ 待修改 行动安全 人物遵循指定路线或现场指令，没有无依据的英雄式冒险。 □ 已完成 □ 待修改 互助具体 我至少写出两个“谁做了什么、怎样起作用”的互助动作。 □ 已完成 □ 待修改 结果完整 我交代了到达安全区域、清点人数或危险解除等明确结果。 □ 已完成 □ 待修改 人物一致 人物仍然害怕，但能逐步恢复控制并作出负责选择。 □ 已完成 □ 待修改 主题自然 结尾直接回扣准备、冷静、安全判断和合作，而非外加口号。 □ 已完成 □ 待修改 五、诊断升格：指出问题并完成改写 评价维度 原句 你的诊断与升格 情节因果 The alert came. I was scared. Then we went to a safe place. 问题： 升格： 人物一致性 I was terrified, but I suddenly became fearless and led everyone to safety. 问题： 升格： 语言有效性 It was bad. The rain was heavy. I was afraid. We left. 问题： 升格： 主题生成 I learned that unity is strength. 问题： 升格： 【答案】 情节因果：问题：只有“警报—害怕—安全”的结果排列，没有写清危险如何升级、人物为什么改变行动、怎样到达安全区域。 升格：When the river rose across the lower path, my first thought was to run back for my bag. Remembering the teacher’s warning, I stayed with the group and followed the marked route to higher ground, where the teacher checked everyone’s name. 人物一致性：问题：人物从极度恐惧突然变成“无所畏惧的英雄”，缺少准备、指令或同伴支持作为变化依据。 升格：I was still frightened, but remembering the drill gave me something clear to do. I stayed beside an injured classmate and helped him move with the group instead of pretending that I was no longer afraid. 语言有效性：问题：简单句堆叠，天气、身体反应与行动彼此分离，危险画面不具体。 升格：Rain hammered against the windows as the water rose outside. With my heart pounding, I forced myself to focus on the teacher’s instructions and move with the group. 主题生成：问题：格言过泛，没有回扣“准备—安全选择—互助”的具体经历。 升格：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. 挑战写作 校英文杂志 In the Moment 栏目征集第一人称安全成长故事。任选一个情境，写一篇 120—150 词的英文投稿。文章必须覆盖全部要点，恰当使用至少三个本课核心表达，并让结尾感悟由“预警/突发—心理反应—关键判断—安全行动—互助—结果”自然生成。 情境 核心信息 情境 1：社区科技馆里的地震 周末你与同学参观社区科技馆；展柜和吊灯突然摇晃，你本能想冲向出口；工作人员让大家先按现场指令保护自己并等待震动停止；撤离时一名年幼参观者吓得站在原地；你与同学陪他沿标志路线到集合点；工作人员清点人数，大家安全；你重新理解“镇定”与“准备”。 情境 2：山区研学中的暴雨预警 研学活动中乌云迅速聚集，雨势加大，附近河流水位上涨；手机收到紧急撤离警报；你一度想返回营地拿相机，但想起老师要求不得离队；你们按标志路线转移到较高的活动楼；一名低年级同学哭泣，你照亮台阶，另一名同学帮她拿包；全组安全到达并完成清点；你理解准备和合作如何把恐惧转化为行动。 ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 写作提醒：人物可以害怕，但行动必须有依据；互助要具体可信；结尾回扣准备、冷静与合作，避免套用口号。 【答案】 During a mountain study trip, dark clouds gathered and the rain grew heavier much faster than we expected. An emergency alert soon told all groups near the river to leave the low area. My first thought was to hurry back for the camera I had left behind, but our teacher’s instructions flashed through my mind. Instead of separating from the group, I followed the marked route toward a higher activity building. On the way, a younger student began to cry and could hardly move. I held my flashlight low so she could see the steps, while another classmate carried her bag. To our relief, everyone reached the building safely and the teacher checked our names. Looking back, I understood that preparation does not remove fear; it gives us a clear way to act responsibly when fear appears. 高考题型迁移：原创仿真读后续写 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。 Our class spent Saturday volunteering at a riverside nature park. The morning was warm and bright, and we worked in small groups collecting litter and putting up signs near the visitor trail. By lunchtime, however, dark clouds had covered the hills. The wind grew stronger, and rain began to hit the roof of the picnic shelter. A park worker checked his radio and told our teacher that the river was rising quickly. Minutes later, an emergency alert sounded on several phones: everyone near the lower trails should return to the visitor centre by the marked upper route. My stomach tightened. I had never been in a real emergency before, and the rain was already turning the paths muddy. Our teacher divided us into pairs and reminded us to stay together. I was with Mia and Noah, a younger volunteer from another school. We packed our water and flashlights and joined the line moving uphill. For a while, things went smoothly. Then thunder cracked above us and the lights along the trail went out. Ahead, muddy water had covered a shortcut across the lower path. Several students stopped. My first thought was to cross quickly before the water became deeper, but I remembered the safety talk from that morning: we were to remain on the marked route and wait for park staff if the path changed. I stepped back. Just then, Noah froze. His hands were shaking, and he kept saying that he could not move. Our teacher was farther ahead helping another group, while a community volunteer, Mr Chen, had gone back to check the trail. Mia looked at me anxiously. I switched on my flashlight and tried to remember the calm, simple steps we had practised. 注意： （1）续写词数应为 150 个左右；（2）请按如下格式在答题卡的相应位置作答。 Remembering the drill, I lowered my flashlight and spoke to Noah slowly. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ When we finally reached the visitor centre, volunteers were checking names at the door. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】 Remembering the drill, I lowered my flashlight and spoke to Noah slowly. “Stay with me. We’ll follow the marked route together,” I said. He nodded, still shaking. Instead of taking the flooded shortcut, I kept the light on the dry path while Mia carried his bag. Soon Mr Chen returned and guided us along the upper trail. Step by step, Noah’s breathing became steadier, and we moved on with the group. When we finally reached the visitor centre, volunteers were checking names at the door. To my relief, everyone from our group was safe. We received dry towels and contacted our families. I had been frightened, but fear had not decided my actions. Looking back, I realized that courage in an emergency was not rushing into danger. It was remembering what we had practised, following safe instructions and helping others without creating another problem. 学科网（北京）股份有限公司 $ 分层作业 Unit 4 Period 3 Reading for Writing 2 目 录 A组 巩固过关 B组 能力进阶 C组 思维拔高 拓展 链接高考 一、高频词块默写 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 ___________________________ 二、翻译句子 1. 警报声突然划破雨夜，我的心猛地一沉。 __________________________________________________________________________________2. 有那么一瞬间，我的大脑一片空白，双手也止不住地发抖。 __________________________________________________________________________________3. 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。 __________________________________________________________________________________4. 一个接一个，邻居们浑身湿透却安全地到达了避难点。 __________________________________________________________________________________5. 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。 __________________________________________________________________________________ 三、基础整合：把孤立信息改写成连贯微段 要求：使用 My first thought was to... but I remembered...、Instead of...、Step by step... 和 One by one...，将下列信息整合成 4—5 个连贯句子。 During a school camping trip, the storm grew stronger. An emergency alert told us to move to the main activity centre. I felt frightened and wanted to run back to the tents for my phone. I remembered our leader’s instruction not to leave the group. I stayed with my classmates. A younger student began to cry. I held a flashlight low while another student carried his bag. We followed the marked route and reached the centre safely. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 支架式写作 校英文网站 Safe Choices 栏目正在征集“我在恐惧中作出安全选择的一次经历”。你参加学校校外实践，傍晚暴雨突然加剧，基地附近的小河迅速上涨，手机很快收到撤离警报。你十分紧张，一度想独自跑回宿舍拿东西，但想起老师反复强调必须留在队伍中并按标志路线撤离。你们带上应急用品，跟随老师向地势较高的综合楼转移。途中一名同学因扭伤脚踝走得很慢，你与另一名同学轮流搀扶并用手电照路。到达安全区域后，老师清点人数，救援人员随后确认危险逐渐解除。请以学生投稿者的身份写一篇 100—120 词的英文故事。 一、七步支架句：根据提示完成每一步 故事步骤 句式支架 写作提醒 预警信号 All afternoon, __________. By evening, __________. 先让环境出现异常，再引出危机 灾害突发 Seconds later, __________ and we were told to __________. 用警报/通知把日常推入危机 心理反应 For a moment, my __________ and my first thought was to __________. 身体反应＋本能想法写真实恐惧 关键决策 I remembered __________, so instead of __________, I __________. 写清“为什么改变行动” 安全行动 Following __________, we __________ toward __________. 行动符合指令与情境，避免冒险 互助协作 I __________, while another classmate __________. 至少两个具体动作表现合作 安全结果与成长 At last, __________. Looking back, I realized that __________. 先解决危机，再由关键行为生成主题 二、句群搭桥：由句到段 A. 预警与突发：使用 All afternoon...、By evening... 和 Seconds later...，用 2 句写出天气恶化、河水上涨以及紧急警报。 ____________________________________________________________________________________________________________________________________________________________________ B. 心理与决策：使用 For a moment...、My first thought was to... but I remembered...，写出害怕、想独自返回以及最终留下的原因。 ____________________________________________________________________________________________________________________________________________________________________ C. 安全行动与互助：使用 Following...、Step by step... 和 while...，写出按路线转移以及搀扶、照明两个具体动作。 ____________________________________________________________________________________________________________________________________________________________________ D. 结果与反思：使用 At last...、To our relief... 和 Looking back...，写出安全到达、清点人数以及对“勇气”的新理解。 ____________________________________________________________________________________________________________________________________________________________________ 三、段落成篇 请把七步内容整合成一篇 100—120 词的英文投稿。不要逐句照搬支架；人物可以害怕，但“改变行动”必须由应急准备、老师指令或明确判断触发，互助行为要具体、适度、可信。 ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 自查清单： [ ] 预警具体 [ ] 恐惧可信 [ ] 决策有据 [ ] 行动安全 [ ] 互助具体 [ ] 结果完整 [ ] 人物一致 [ ] 主题自然 四、迁移核对 检查项 我的证据 完成情况 预警具体 我用天气、声音、环境变化或警报写出了危险正在接近。 □ 已完成 □ 待修改 恐惧可信 我写出了心跳、发抖、犹豫等身体/心理反应，而不是只写 I was scared。 □ 已完成 □ 待修改 决策有据 人物改变行动由演练、老师指令、警报信息或明确判断触发。 □ 已完成 □ 待修改 行动安全 人物遵循指定路线或现场指令，没有无依据的英雄式冒险。 □ 已完成 □ 待修改 互助具体 我至少写出两个“谁做了什么、怎样起作用”的互助动作。 □ 已完成 □ 待修改 结果完整 我交代了到达安全区域、清点人数或危险解除等明确结果。 □ 已完成 □ 待修改 人物一致 人物仍然害怕，但能逐步恢复控制并作出负责选择。 □ 已完成 □ 待修改 主题自然 结尾直接回扣准备、冷静、安全判断和合作，而非外加口号。 □ 已完成 □ 待修改 五、诊断升格：指出问题并完成改写 评价维度 原句 你的诊断与升格 情节因果 The alert came. I was scared. Then we went to a safe place. 问题： 升格： 人物一致性 I was terrified, but I suddenly became fearless and led everyone to safety. 问题： 升格： 语言有效性 It was bad. The rain was heavy. I was afraid. We left. 问题： 升格： 主题生成 I learned that unity is strength. 问题： 升格： 挑战写作 校英文杂志 In the Moment 栏目征集第一人称安全成长故事。任选一个情境，写一篇 120—150 词的英文投稿。文章必须覆盖全部要点，恰当使用至少三个本课核心表达，并让结尾感悟由“预警/突发—心理反应—关键判断—安全行动—互助—结果”自然生成。 情境 核心信息 情境 1：社区科技馆里的地震 周末你与同学参观社区科技馆；展柜和吊灯突然摇晃，你本能想冲向出口；工作人员让大家先按现场指令保护自己并等待震动停止；撤离时一名年幼参观者吓得站在原地；你与同学陪他沿标志路线到集合点；工作人员清点人数，大家安全；你重新理解“镇定”与“准备”。 情境 2：山区研学中的暴雨预警 研学活动中乌云迅速聚集，雨势加大，附近河流水位上涨；手机收到紧急撤离警报；你一度想返回营地拿相机，但想起老师要求不得离队；你们按标志路线转移到较高的活动楼；一名低年级同学哭泣，你照亮台阶，另一名同学帮她拿包；全组安全到达并完成清点；你理解准备和合作如何把恐惧转化为行动。 ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 写作提醒：人物可以害怕，但行动必须有依据；互助要具体可信；结尾回扣准备、冷静与合作，避免套用口号。 高考题型迁移：原创仿真读后续写 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。 Our class spent Saturday volunteering at a riverside nature park. The morning was warm and bright, and we worked in small groups collecting litter and putting up signs near the visitor trail. By lunchtime, however, dark clouds had covered the hills. The wind grew stronger, and rain began to hit the roof of the picnic shelter. A park worker checked his radio and told our teacher that the river was rising quickly. Minutes later, an emergency alert sounded on several phones: everyone near the lower trails should return to the visitor centre by the marked upper route. My stomach tightened. I had never been in a real emergency before, and the rain was already turning the paths muddy. Our teacher divided us into pairs and reminded us to stay together. I was with Mia and Noah, a younger volunteer from another school. We packed our water and flashlights and joined the line moving uphill. For a while, things went smoothly. Then thunder cracked above us and the lights along the trail went out. Ahead, muddy water had covered a shortcut across the lower path. Several students stopped. My first thought was to cross quickly before the water became deeper, but I remembered the safety talk from that morning: we were to remain on the marked route and wait for park staff if the path changed. I stepped back. Just then, Noah froze. His hands were shaking, and he kept saying that he could not move. Our teacher was farther ahead helping another group, while a community volunteer, Mr Chen, had gone back to check the trail. Mia looked at me anxiously. I switched on my flashlight and tried to remember the calm, simple steps we had practised. 注意： （1）续写词数应为 150 个左右；（2）请按如下格式在答题卡的相应位置作答。 Remembering the drill, I lowered my flashlight and spoke to Noah slowly. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ When we finally reached the visitor centre, volunteers were checking names at the door. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 学科网（北京）股份有限公司 $