2018-2019学年高中英语(译林版)必修三教学设计(江苏)《Unit 2 Language Welcome to the unit》
训练内容：
1.要求学生能够对“语言”这一话题进行讨论，更多地了解文字语言，图示语言，肢体语言，盲文以及动物语言等方面内容。
2.牢固掌握本部分所出现的知识点，如：stand for， mean， share， including等。
一、根据汉语意思，完成下列各句（每小题1分，共10分）
1. He glanced at the envelope and _________（认出）his uncle’s handwriting.
2. P.O. _________ （代表） “post office”.
3. I __________（习惯于）dealing with matters of this sort.
4. What do you ___________（打算）to do with it？
5. It was an absolutely new method ___________（发明）by himself.
6. She ____________（通知）him that she was to send for it the next day.
7. At least so persons were injured，__________（包括）fine policemen.
8. By the end of the talk，the only agreement was to _________（交换） information.
9. His efforts to improve the school have been very （有效的）.
10. They would （分享） the joys and sorrows.
二、用所给的词的正确形式填空（每小题1分，共10分）
Wasting our world
Waste paper and used Coke cans 1（throw） out anywhere and everywhere. You might have seen
that plastic bags are flying in the sky and 2（get， catch） in the trees when the wind blows.
Our environment， the place we live in， 3（ruin） by us.
Believe it or not，every family in China makes about one ton of rubbish every year. That’s over
100 million tons of rubbish in China alone. All this rubbish 4（make）our soil，our water and our air
dirty. And so it affects（影响）our health. Bad babits，such as dropping litter， 5（add） to this
problem. Many people think that dropping one small piece of chewing gum（口香糖）6（not matter）too much. But，did you know that nearly 600, 000 pieces of gum 7（stick）to Tian’an men Square
during the last National Day holiday？It 8（cost）0.2 yuan to remove each piece. And it 9（take）many years for the stains（污迹）of gum to disappear.
So it is clear that we can’t go on living like this. We 10（need）to cut down our only world. This
world is ours. It is our down our waste. And it is the job of every person to make an effort to save it.
三、选择填空（时态练习）（每小题1分，共12分）
1. The building _______ . I can’t stand the noise.
A.is being built B.has been built C.will be built D.would be built
2. This is the photo of the building which ______ . How wonderful it is！
A.is being built B.has been built C.will be built D.would be built
3. When my article ________ I’ll come to see you.
A.has been finished writing B.is finished writing
C.will be finished writing D.is being finished writing
4. Is this work _________ at once？
A.done B.being done C.to be done D.to being done
5. I’m very glad my wallet __________ by him，I’ll get it from him. A.has been found B.is being found C.will be found D.would be found
6. If you break the rules of our school you .
A.are being punished B.will be punished C.have been punished D.would be punished
7. His new book __________ next month.
A.will be published B.is publishing C.is being published D.has been published
8. My sister wants to work in the power plant which ______ still ________ .
A.is；building B.has；been built C.is；being built D.is；to be built
9. It is said that he ________ to Australia to improve his English.
A.would be sent B.was to be sent C.has been sent D.had been sent
10. It is said that the meeting ________ now.
A.is being held B.will be held C.has been held D.is been held
11. It seems that that book ______ into many foreign languages for it is very famous.
A.is being translated B.will be translated C.has been translated D.is translated
12. You can’t touch the machine when it ________ .
A.has been operated B.will be operated C.is being operated D.is operated
Keys
针对性训练
训练内容：
1.通过阅读课文，了解有关英语及其背景知识的相关内容。古代英语，中期英语以及现代英语的形成历程。
2.牢固掌握本部分所出的语言点，如：be made up of， be different from， pick up， lift up， take
control of等，以及有关的句型。
3.通过拓展读，了解更多有关英语语言的相关知识，同时提高英语阅读技能。
一、用方框中词、词组的正确形式填空（每小题1分，共12分）
be made up of， be different from， consist of， pick up， lift up， contribute to， take control
of，depend on， look up， care about, differ from， turn into
1. I don’t _______ Jack. I don’t care for anybody but you.
2. Society _________ people with widely differing abilities.
3. Panama ________ the Canal Zone.
4. Although he has plenty of money Allan didn’t ______ Jane’s present when she left the office.
5. They had to grope their way through a mist that was rapidly _______ a thick fog.
6. His very presence __________ us all .
7. I _________ the telephone and asked for the number of the estate office.
8. The village is a very ______ place now ______ what it was when hewas a boy.
9. English ________ French in having no gender for nouns.
10. I couldn’t ________ the spelling of the word，as I hadn’t a dictionary.
11. The atmosphere ________ certain gases mixed together in definite proportions.
12. Health ________ good food，fresh air and enough sleep.
译林版高中英语必修三Uint4 Reading (II) 教案(雅礼版)
Unit 4 Scientists who changed the world
Reading (II)
内容分析：
本单元的主题语境是“人与社会”，话题是“科学家、科学发现和科学精神”。该单元的Reading板块以新闻报道的形式介绍了2015年诺贝尔生理或医学奖获得者屠呦呦及其团队发现青蒿素的过程，重点介绍了他们的不懈努力，以及从传统中医药学中所汲取的智慧，旨在让学生感受科学家身上体现出的可贵品质和精神，同时也让学生明白中国的传统中医药学是个巨大的宝库，可以对人类健康事业作出巨大的贡献。
教学目标：
By the end of this section, students will be able to:
1. understand the usage of the key words and expressions:
2. use the words and expressions in new situations;
3. have a better understanding of the outline and key information of the news report.
教学重难点：
1. Understand some new words and expressions.
2. Be able to use the new words and expressions correctly.
教学过程：
Step 1 Lead-in
Read and underline the following key words and expressions.
deadly a broad knowledge of intend
extract promising household postpone
sufficient pay off through trial and error wisdom
2017-2018学年高中英语译林版必修三教学案：Unit 2 Se
Ⅰ.单词拼写
1．Smoking might be banned (禁止) totally in most buildings.
2．He has something in his character (性格) that draws people to him.
3．The beauty of the city consists in the unique (独特的) style of its buildings.
4．In the West, playing Santa Claus is also a custom(风俗)．
5．We can drive a car forwards or backwards (向后), but not sideways.
6．The child drew back from the dog when it barked (狗叫) at him.
7．Don't interrupt (插嘴) while I'm talking to her.
8．Some people don't show much concern (关心) for our environment.
9．The only access (通道) to the farm house is across the fields.
Ⅱ.拓展词汇
10．mistaken adj.错误的；误解的→mistake
vt.误会；误解
11．embarrass vt.使尴尬，使难堪→embarrassed adj.尴尬的，陷入困境的→embarrassing adj.令人尴尬的→embarrassment n．窘迫，尴尬
12．conclusion n．结论，推论→conclude v．推论，推断
[巧记单词]
词根 词形变化 构词点拨
embarrass embarrassment 动词＋-ment构成名词
2017-2018学年高中英语译林版必修三习题：Unit 2 课时跟踪练二 含答案 精品
课时跟踪练(二) Welcome to the unit & Reading — Language points
一、全练语言点，基稳才能楼高
Ⅰ.单词拼写
1．After listening to his adventure, she felt a strange mixture (混合) of excitement
and fear.
2．The news is certainly true although it hasn't been announced officially (官方地)．
3．Dr.Venter has made two main contributions (贡献) to the gene discovery.He is great.
4．The English were defeated (击败) by the Scots in the battle that followed.
5．More new machines will be fixed to replace (替换) the old ones.
6．The entire (整个的) building was turned upside down in their search for the missing
paper.
7．He was a businessman, and
therefore (因此) he always has an eye out for any chance
to make money.
8．The factory manager used a flow chart to explain the production process (过程)．
9．A proper parttime job does not
occupy (占用) student's too much time.
探索基于主题意义的高中英语单元整体教学设计——以译林版必修第三册Unit_1_为例
方法探微探索基于主题意义的高中英语单元整体教学设计———以译林版必修第三册Unit1为例文|屈宜娟陈永峰基于主题意义的教学正是通过将相关知识点整合在一个主题意义下，帮助学生更好地关联新知识与已有知识。高中英语教材中的每个单元都有自己的主题，基于主题意义的单元整体教学不仅能够整合教学内容，帮助学生形成完整的知识体系，还能更好地激发学生的学习兴趣和动力，让学生主动地参与到学习中。在高中英语教学中，教师应以单元为整体设计教学，深入研究基于主题意义的教学方法，引导学生积极参与学习过程，以便更好地满足教学需求和目标。一、分析语篇内容，厘清单元整体设计思路高中英语单元教学通常以一篇或多个语篇为基础，这些语篇承载着单元的主题意义和语言知识。因此，分析语篇内容是理解单元主题、把握教学重点的关键。厘清单元整体设计思路有助于构建清晰的教学框架，确保教学活动的连贯性和系统性。教师应深入分析语篇内容，并以此为基础厘清单元整体设计思路，明确单元主题意义。以译林版高中英语必修三Unit1Natureinthebalance为例，该单元语篇主要围绕人类对自然环境的影响、保护生态环境的重要性以及实现生态平衡的措施等主题意义展开。其中文章“TheAmazonrainforest:anaturaltreasure”的主题意义主要集中在自然保护与生态平衡、生物多样性与人类生存等方面，强调了亚马逊雨林的生态、文化和经济价值，以及保护这一宝贵自然资源的紧迫性和重要性。文章Humanactivitiescauseincreasingharmtoanimals主要探讨了人类活动对动物造成的危害，强调人类活动对动物种群的影响，指出人类已经成为对动物种群影响最大的因素。文章NewsthatMatters:pollutioninNorgate以访谈的形式讨论了城市的污染问题。通过语篇分析得知，该单元的整体设计思路是以“生态平衡”为主题，通过阅读、听力、口语和写作等多种语篇形式，引导学生深入探究这一主题，并通过多样化的教学活动和任务，引导学生了解人类对自然环境的影响、保护生态环境的重要性以及实现生态平衡的措施，进而培养学生的环保意识和跨文化交际能力。二、梳理主题意义，明确单元整体教学目标主题是单元教学的核心，它统领着整个单元的教学内容。通过梳理主题意义，教师可以明确教学的重点和方向，确保所有教学活动都围绕主题展开。明确的教学目标也能为教学活动的设计和实施提供精确的指导，使教师能够合理规划教学进度，有针对性地设计教学活动。译林版高中英语必修三Unit1Natureinthebalance中的文章从不同角度探讨了保护生态环境的重要性以及人类活动对自然环境产生了哪些影响。深入分析这些文本的主题意义，可以帮助学生理解生态平衡的概念和重要性，认识到人类与自然的关系，以及如何保护生态环境。听力材料与阅读文本相互补充，进一步拓展了主题内容，帮助学生全面地了解生态平衡这一主题。口语活动和写作任务都是围注：本文系徐州市教育科学规划办公室“十四五”规划2022年度立项课题“基于核心素养导向式下的单元整体教学策略研究”（课题批准立项号：GH14-22-L070）阶段性成果。133教学·策略绕人类对自然环境的影响、保护生态环境的重要性等话题展开。充分梳理该单元各部分语篇的主题意义之后，就可以进一步明确单元整体教学目标：淤在语言知识和技能目标方面，首先要帮助学生掌握与主题内容和主题意义有关的词汇、句型和语法知识，包括保护生态环境的重要性、人类活动与自然环境之间存在何种平衡关系等。其次，要让学生能够听懂有关生态平衡的听力材料，能够就相关话题进行口语交际和写作表达，同时加深对主题意义的理解。于在学习策略目标方面，要让学生能够运用所学知识和技能深入探究和解决问题。盂在文化意识目标方面，要让学生充分了解不同文化背景下的环保观念和实践，包括国内外环保政策、环保行动等，更好地理解和尊重不同文化背景下的价值观，并提高跨文化交流能力。榆在情感态度目标方面，要让学生认识到保护环境的重要性，了解可持续发展的概念和方法，树立环保意识和可持续发展的观念。三、基于主题意义规划单元整体教学活动单元整体教学强调教学的整体性和目标性，通过规划单元整体教学活动，将单元的主题意义贯穿各个教学环节，引导学生关注主题意义和语篇结构，有助于学生更好地理解单元整体内容。（一）阅读教学活动设计在基于主题意义的高中英语单元整体教学中，阅读是实现教学目标的重要环节。阅读是获取信息和知识的主要途径，也是提高学生语言技能的有效方式。基于主题意义的单元整体教学，教师应该重视阅读教学在单元整体教学中的作用，以主题意义为前提，精心设计阅读教学活动。译林版高中英语必修三Unit1Natureinthebalance的主题是自然与环境保护。虽然高中生的英语水平已有一定的基础，但对于环保主题的相关词汇和表达方式不够熟悉，需要通过阅读教学进行拓展和深化。在设计基于主题意义的单元整体阅读教学活动时，首先，教师可以结合该单元的详细内容，深入分析教材和学情，借助该单元与环境保护相关的文本，引导学生关注自然生态平衡的重要性，培养他们的环保意识和跨文化交际能力。其次，确立阅读目标，帮助学生掌握生态平衡、生物多样性、可持续发展等与环保主题相关的词汇和表达方式，提升学生分析文本内容和概括文本大意的能力；还要借助主题意义，引导学生关注自然生态平衡的重要性。再次，在阅读教学活动中，教师可以通过展示一些自然生态的图片或视频，帮助学生建立与文本主题相关的认知图式，并介绍一些与环保主题相关的词汇和表达方式，如ecosystem，sustainability等，以此激发学生的阅读期待，还可以引导学生运用略读、扫读、细读等不同的阅读策略概括文章大意、找出关键信息，并鼓励学生提出自己的疑问或观点，培养他们的批判性思维。这样，学生就能基于主题意义的英语阅读教学活动更好地理解和掌握“Natureinthebalance”这一主题的意义和价值。（二）听力教学活动设计听力是语言输入的重要途径，通过听力训练，可以提升学生对语言的感知和运用能力，并帮助学生了解不同文化背景下的语言表达方式和文化内涵。基于主题意义的单元整体教学，教师应将听力教学与单元主题紧密结合，通过听力活动帮助学生理解和掌握单元的核心内容和主题意义。译林版高中英语必修三Unit1Natureinthebalance强调人类与自然环境的和谐共处以及保护生态环境的重要性。基于此，教师可以将TheAmazonrainforest：anaturaltreasure作为听力材料，聚焦亚马逊雨林这一自然奇观及其所面临的威胁设计听力教学活动，以此提升语言技能，并深化学生对生态平衡和环保重要性的理解。首先，要明确听力教学活动的具体目标，让学生通过听力理解TheAmazonrainforest：anaturaltreasure的主要内容，掌握与亚马逊雨林、生态平衡相关的词汇和表达，还要沿着语篇背后的主题意义进一步了解亚马逊雨林的文化、生态和历史背景，提高跨文化理解能力。其次，在教学内容与步骤上，教师可以通过多媒体展示亚马逊雨林的图片或视频，激发学生对自然奇观的好奇心，介绍亚马逊雨林的地理位置、生态特点和文化意义，为学生提供必要的背景知识，接着还要详细介绍与亚马逊雨林相关的词汇和表达，如“生物多样性”“生态平衡”“原住民文化”等，以激活学生的词汇库，并引导学生根据标题和图片预测听力材料的内容，培养他们的预测能力。再次，在展开听力教学活动时，教师可以播放TheAmazonrainforest：anaturaltreasure134方法探微的听力录音，让学生边听边完成相关的任务，如选择题、填空题或简答题等；还可以让学生分组讨论听力材料的内容，就听力材料中的话题进行口语表达，分享自己的观点和看法。教师还可以引导学生深入思考，让学生依据自己对环境的观察和所学知识，探讨如何保护亚马逊雨林、维护生态平衡等话题。接着让学生再次听录音，核对答案并纠正自己的错误，也可以模仿听力材料中的发音和语调进行跟读练习。在听力教学活动结束后，教师要及时进行教学反思和总结，深入思考听力材料的难度是否适中、是否需要调整。（三）口语教学活动设计口语是人与人之间进行交流和沟通的主要方式。基于主题意义的单元整体教学，口语教学活动可以让学生学会如何与他人进行有效的交流和沟通。以NewsthatMatters：pollutioninNorgate为例，该内容是译林版高中英语必修三Unit1Natureinthebalance中的重要口语材料，主题意义聚焦于Norgate地区的污染问题及其解决方案。在设计口语教学活动时，教师要通过这一口语活动，提升学生的口语表达能力，并深化他们对环保问题的理解和关注，要求学生在掌握与污染、环保相关的词汇和表达方法的基础上，能够通过口语表达清晰、准确地传递信息，并通过了解不同地区的污染问题及其背后的文化、社会因素，提高跨文化理解能力，树立保护环境的意识。在口语教学活动的准备阶段，教师可以向学生展示关于地区污染问题的新闻视频或图片，引起学生的注意和兴趣。接着向学生简要介绍地区污染问题产生的背景，并介绍与污染、环保相关的词汇和表达，为学生提供必要的语境知识。通过小组讨论，学生形成对地区污染问题的看法和解决方案。在口语活动推进阶段，教师可以通过组织角色扮演游戏创设情境，让学生分别扮演政府官员、企业家、环保组织和普通市民等角色，在角色扮演的情境中就地区污染问题提出自己的解决方案；也可以提出一个关于地区污染问题的争议性话题，如“是否应该在Norgate地区建设更多的工厂来推动经济发展”，借助“辩论会”的形式，推动学生运用所学知识和语言技能清晰、准确地表达自己的观点和理由。教师还可以布置相关的口语任务，要求学生就环保主题进行口语练习。例如，学生可以针对“如何减少家庭中的塑料垃圾”或“如何在学校推广环保理念”等话题展开小组讨论和分享。（四）写作教学活动设计通过写作教学活动，学生可以练习语法结构和单词使用。基于主题意义的单元整体教学，教师应设计具有针对性和多样性的写作教学活动，指导学生改进和提高写作技能。在译林版高中英语必修三Unit1Natureinthebalance中，教师可以围绕Humanactivitiescauseincreasingharmtoanimals这篇文章，并结合人类活动对动物造成的危害、人类如何与自然环境的和谐共处等主题意义，以单元整体内容为依托，设计写作教学活动，让学生能够运用与动物保护、人类活动对动物影响相关的词汇进行表达。文章提到了，随着人类活动的不断增加，许多动物面临生存威胁和生态环境的恶化，甚至面临灭绝的危险，还提到了人类的活动对动物的生存环境和食物链造成了破坏，以及如捕猎、贩卖野生动物、污染等因素对动物造成的不利影响。因此，教师可以围绕以上主题意义以及单元中其他内容，向学生提供关于人类活动对动物造成危害的文章或段落，让学生阅读，引导他们进一步了解人类活动对动物栖息地、种群数量等领域的影响，推动学生展开深入思考。在写作前，教师可以带领学生在深入思考的基础上展开集体讨论，列出人类活动对动物的影响以及保护措施的相关观点，帮助学生寻找写作的特殊视角，并安排诸如“写一篇关于人类活动对动物造成危害的文章”或“写一篇关于如何保护动物的倡议书”的写作任务，让学生在深度理解主题意义的基础上有感而发、有据而述地充分表达。综上所述，基于主题意义的单元整体教学，教师能够借助对单元内容主题意义的探究，帮助学生构建具有清晰逻辑结构的知识体系。为推动该教学实践在高中英语教学中的顺利实施，教师在教学中首先应对语篇内容展开全面分析，以厘清单元整体设计思路；其次要充分梳理单元各部分的主题意义，明确单元整体教学目标；最后要基于主题意义，从整体视角规划单元教学活动，深入探究高中英语阅读、听力、口语、写作四大教学实践的高效实现过程。（作者单位：江苏省沛县中学）编辑：温雪莲135
译林版高中英语必修三Unit3 Reading (I) 教案
1 《英语》（必修·第三册）
Unit 3 The world online
Welcome to the unit & Reading (I)
I. Learning objectives
By the end of the lesson, the students will be able to:
1. know about some important milestones in the development of the Internet;
2. think critically and express their opinions on some advantages of the Internet;
3. think about what proper online behaviours are.
II. Key competence focus
1. Analyse and summarize the structure of the text.
2. Think critically and express opinions freely.
III. Predicted area of difficulty
Understand the structure and keep a proper attitude towards the Internet.
IV. Teaching procedures
Step 1 Lead-in
1. T shows the pictures and asks the following three questions:
• Who sent the first email and when? (It was sent in 1971 by Ray Tomlinson.)
• What did the first webcam film? (A coffee pot outside the office.)
2017-2018学年高中英语译林版必修三教学案：Unit 1 Section 2
Ⅰ.单词拼写
1．He glanced (瞥一眼) briefly towards her but there was no sign of recognition.
2．As the great moment approached (临近), she grew more and more nervous.
3．I am extremely grateful (感激) to all the teachers for their help.
4．Mrs Coxen was aided (帮助) in looking after the children by her niece.
5．She raised her finger to her lips as a sign (标志) of silence.
6．I grasped (抓住) door handle and pulled, but the door wouldn't open.
7．He stared (凝视) blankly, as if unaware of what they were doing.
8．There's nowhere (无处) else I really want to go to.
9．He watched with relief (宽慰) as the girl nodded.
10．Someone forecasts (预测) that the economy will grow by 2% this year.
Ⅱ.拓展词汇
11．confuse vt.使糊涂，使迷惑→confused adj.感到困惑的→confusing adj.令人困惑的→confusion n．困惑
12．foggy adj.有雾的，雾茫茫的→fog n．雾
13．observe vt.观察；注意到；评论→observer n．观察者→observation n．观察；注意
2020-2021学年牛津译林版(2020)高中英语高一必修三第二单元Welcome to教案
第 1 页 共 4 页 Book 3 Unit 2 Natural disasters
Welcome to the unit
一、教学目标
By the end of the section, students will be able to:
1. watch the video and get the basic knowledge of three types of natural disasters;
2. talk about different types of natural disasters;
3. share with peers natural disasters in history.
二、教学重难点
1. To describe natural disasters clearly and get the information across to others;
2. To discuss the possible reasons behind the natural disasters and raise our awareness.
三、教学过程
步 骤 教学活动 设计意图 互动时间/模式
Lead-in
Step 1 1. Before class, have students surf the Internet
and get some information about natural
disasters.
2. Present students with some pictures about
the scenes of natural disasters and have
them talk about what they have seen.
(1) What can you see in the pictures?
(2) What do you think may have happened in
2017-2018学年高中英语译林版必修三习题：Unit 2 课时
课时跟踪练(一) Welcome to the unit & Reading — Pre-reading
Ⅰ.阅读理解
A
Only a hundred years ago, people seldom travelled far out of their birthplace.Books
were very expensive and there were few national newspapers and no radio or television.In
fact, most people spent their time talking and listening.Only a very small quantity (量)
of reading and writing went on and many people were unable to read or write.For this
reason, native dialects (方言) grew up and people spoke the way their parents and
grandparents spoke.A woman from Cornwall who travelled just as far as to London would
find herself in a place where people spoke what was almost a different language.
Sometimes it is hard to take in just how much things have changed.You are used to
owning books and having them around, to reading magazines and newspapers and to a choice
2017-2018学年高中英语译林版必修三教学案：Unit 2 Section Ⅴ Project 含答案 精品
Section_ⅤProject
[原文呈现] [读文清障]
The development of Chinese
characters①
The Chinese language differs from②
Western languages in that③， instead of an
alphabet④， it uses characters ⑤which
stand for⑥ ideas, objects or
deeds⑦.Chinese words are formed by
putting together different characters.In
many cases⑧， a single character can also
make up⑨ a word.The history of the
Chinese language can be examined by
looking at how these characters
developed.
Chinese writing○10 began
thousands of years ago.According
to⑪ an ancient story, a man named
Cang Jie⑫ invented⑬ Chinese
writing.One winter day while he
was hunting⑭， he saw the tracks⑮ of
animals in the snow and observed that the
appearance⑯ of each one was
different.Then he had the idea ⑰that he ①Chinese character 汉字
②differ from 和……不同，不同于
differ/'dIfə(r)/vi.相异，有区别
译林版高中英语必修三Uint2 Reading (I) 教案(雅礼版)
Unit 2 Natural disasters
Welcome to the unit & Reading (I)
内容分析：
本单元的主题语境是“人与自然”，话题是“自然灾害与防范”。本单元的教学旨在帮助学生认识自然灾害的巨大破坏力，掌握在遇到自然灾害时的自救知识。
Welcome to the unit板块以一段视频引出不同种类的自然灾害，为学生进一步了解单元话题做热身；Reading板块的语篇是两则新闻报道，分别描述了地震逃生和海啸前救人两个事件，目的是引起学生对自然灾害自救知识的重视。
本单元卷首的名人名言出自法国作家维克多•雨果，意为：“大自然是慈爱的母亲，也是冷血的屠夫。”这句话意在强调大自然能造福人类，也能给人类带来灾祸。
教学目标：
By the end of the lesson, students will be able to:
1. learn the structure and language characteristics of news reports;
2. explore how the two characters help people survive the disaster according to the
news reports;
3. discuss the personalities that the two characters show in the disaster;
4. understand the significance of preparations for a natural disaster and learn about
ways of preparation.
教学重难点：
1. Learn the structure and language characteristics of news reports;