基于主題的高中單元拓展閱讀教學探索
——以Face to Face with Hurricane Camille 閱讀課為例

浙江 牟子龍

拓展性閱讀是指在課文內(nèi)容基礎上，對主題進行發(fā)散性深入探索與再加工。通過拓展性閱讀，學習者可以不受課文內(nèi)容局限，品鑒不同題材與體裁的文章，從而開拓視野，豐富語言積累。同時，《普通高中英語課程標準（2017 年版2020 年修訂）》（以下簡稱《課程標準》）規(guī)定學生在必修階段的課外閱讀量為平均每周不少于1 500 詞，可見新課改背景下，《課程標準》對拓展性閱讀尤為重視。

一、主題語境

克拉申的“輸入假說”指出二語習得者應接觸略高于其現(xiàn)有語言技能水平的第二語言輸入，因此，選取拓展性閱讀材料時應當重點考慮學生對文本主題的熟悉程度，知識儲備水平與生活經(jīng)歷?！爸黝}”即《課程標準》中所述“主題語境”，具體為人與自我、人與社會、人與自然三大母題及其下涵蓋的人文社科諸領域的子題；而“語境”則可細分為詞匯、語言、語法、情境及文化諸項。依據(jù)主題意義進行文本閱讀，可以激活學習者的已有知識，同時減少語言的枯燥性，增加文本的鮮活性。

二、教學實踐

本文以筆者執(zhí)教的Face to Face with Hurricane Camille拓展性閱讀材料閱讀課為例，探究如何基于“主題語境”落實拓展性閱讀教學，提升學生的英語學科核心素養(yǎng)。

1.教材與學情分析

Face to Face with Hurricane Camille原文由美國作家Joseph P.Blank 撰寫，其大意為：颶風Camille 襲擊美國南部沿海，John 一家人誤判颶風的威力，自信地認為當前的居所能抗住颶風的威力，因而拒絕撤離新家；隨著颶風逼近，John 的新家開始停電、漏水，一家人的心情也由原本的自信轉為擔憂；夜間，颶風登陸，狂風裹挾著巨浪沖上海岸，John 意識到必須盡快撤離至安全地帶，但為時已晚，幾人逃生時數(shù)番受阻，意志低落，John 的精神幾近崩潰，陷入自責的情緒；最終，眾人在二層臥室的殘骸上支起床墊，守護孩童，颶風的威力也終于消減，風止雨歇；次日，眾人目睹滿目瘡痍的家園，心情沉重，卻也仍懷希望，開始重建家園。

本文是對2019 年人教版新教材必修一第四單元Natural disasters 的補充，該單元歸屬于“人與自然”主題，在內(nèi)容上可被歸類為自然災害的防范與自我保護。本文在文體上屬于報告文學（literary journalism）。其題材來自歷史事件，人物真實可循，但在描繪上卻一改新聞報告的死板之氣，修辭運用靈活，能激發(fā)讀者的共情能力。本文有著非常細膩的場景刻畫，尤其是颶風裹挾海潮倒灌內(nèi)陸、狂風肆虐、暴雨襲擊的場景，堪稱十分經(jīng)典。這些細膩的文字描寫可以有效服務于新高考讀后續(xù)寫的場景刻畫。

在閱讀了課本中關于地震、海嘯的兩篇文章以及Workbook 中的The story of an eyewitness 后，學生有了相應的背景知識，積累了一定的語境詞匯（見圖1）；且筆者所執(zhí)教的地區(qū)常年受臺風影響，比起地震與海嘯，颶風更能引起學生的共鳴。但該篇文章詞匯量較大，生詞較多，因此筆者在課前與備課組一同商議，根據(jù)學生的水平刪去或改寫了部分詞匯；同時在文章布局上，刪去了部分次要情節(jié)及作者的文內(nèi)說明，使文章在結構上更加緊密，也減輕了學生的閱讀壓力。

圖1 災害話題詞匯積累思維導圖

2.“主題語境”下教學目標設計

Face to Face with Hurricane Camille是對人教版必修一Natural Disasters 主題的延伸，本單元的語境聚焦人與自然的關系，要求學生通過學習能夠深入了解并預防自然災害。筆者在課前設計了幾項預期的教學目標：

After the class,the students will be able to

? Know how John’s family survived the catastrophic hurricane

? Sort out and appreciate verbs and expressions particularly used to describe the ferocity of a powerful storm

? Apply the newly-learnt words and expressions to write about a fierce storm

3.教學步驟

（1）觀看視頻，引入話題

合理的閱讀課導入環(huán)節(jié)能夠有效激發(fā)學生探索文本的積極性。本節(jié)課以CCTV NEWS 2013 年臺風“菲特”的災后報道視頻作為導入，視頻內(nèi)容簡短但較為直觀，能夠有效吸引學生關注課堂內(nèi)容，通過調(diào)動其以往的經(jīng)歷，激發(fā)學生的學習興趣與熱情。

圖2 臺風“菲特”災害現(xiàn)場報道

[教學片段]

T: Though it was years ago,this destructive typhoon may have left you an unforgettable memory.How would you describe your emotion when the typhoon struck Ningbo?

S1: I felt extremely terrified because the house was shaking.

S2: I was filled with fear and thought it was really the end of the world.

T: Well,this typhoon did cause serious damage to Ningbo when it hit the city like a fierce monster.And can you still remember what was the environment like when it approached,hit and left Ningbo?

S3: The wind blew like a monster and rain poured down.

S4: The house was full of water.And we used the bucket to catch the drips and mopped the floor the whole night.

S5: After the typhoon left,the city was in ruins and there was nothing but water outside.We didn’t have food supply and the power was cut off.We suffered a lot.

【分析與思考】《課程標準》要求通過活動設計激發(fā)學生興趣。比起直接導入或是用圖文導入，用視頻作為導入可以給學生帶來更直觀的視覺沖擊，更能吸引其注意力。同時，導入環(huán)節(jié)的第一個問題可以幫助調(diào)動學生的記憶，將視頻內(nèi)容與其親身經(jīng)歷相結合，幫助其迅速進入本課的學習中；第二個問題則主要引導學生思考如何刻畫曾體驗過的暴風雨場景，并使其思考如何能將細節(jié)刻畫到位，為之后的語言學習做鋪墊。

(2) 啟發(fā)懸念，激發(fā)學生閱讀興趣

設置懸念可促使學生探究文本。1969 年襲擊美國南部的颶風Camille 堪稱20 世紀最強氣旋之一，造成的影響也尤為嚴重。筆者通過互聯(lián)網(wǎng)搜尋到了當時的一些照片以及新聞報告以期達到視覺沖擊效果，并向學生提問：See how destructive the hurricane was.Many fled and many were killed.Do you think John and his family could survive?And if they could,how?

【分析與思考】不同于“菲特”臺風造成的突發(fā)性水災，Camille 對美國南部造成的災情主要是臺風、大雨、大潮帶來的，且政府提早發(fā)布了預警消息，但原文中的John 一家卻選擇留在離海邊稍遠的家中避難，與新聞中十萬人撤離形成強烈對比。這些戲劇性的展開能引起學生閱讀的興趣，并思考John 一家人是否能幸免遇難，躲過這場大浩劫。

圖3 Camille 災后畫面及新聞報道

(3) 以時間主線梳理文章

Face to Face with Hurricane Camille文本相對較長，有一定閱讀難度，但其敘事邏輯緊湊，可主要分為風暴前—風暴來臨—風暴過境三個階段，每個階段主人公一家人都因風暴威力的變化而產(chǎn)生了不同的心理變化。為幫助學生快速理解文本，教師為學生提供了以下魚骨圖，用于解構文本，分析重要情節(jié)以及人物的心理變化，同時要求學生思考以下兩個問題：

1.Why did John Koshak decide to stay and face the danger of the hurricane?

2.Why did John Koshak feel a strong sense of guilt sweep over him in Para.10?

圖4 主情節(jié)以及人物心理變化魚骨圖

【分析與思考】閱讀長文本應當泛讀與精讀有機結合。高中生一般接觸較多的是課本內(nèi)短小精煉的文章，并不習慣閱讀這類長文本。但是本篇文本有著線性的時間發(fā)展，與主課文The Night the Earth Didn’t Sleep 有著一致的較為明晰的段落劃分，即災難來臨—發(fā)生—災后三個階段。因此，在設計文本閱讀的活動時，教師再讓學生重復梳理文本結構。直接通過魚骨圖清晰呈現(xiàn)文本的敘事脈絡。同時，教師可要求學生只關注于John 一家人在颶風登陸前后的活動與心理變化，以此減小學生的閱讀壓力。

如前所述，本文屬于報告文學，但長于場景以及心理刻畫。在John 一家人抗擊颶風的過程中，其心理狀態(tài)由原本的自信轉為其后的擔憂、懼怕以及近乎絕望。使用魚骨圖既可以從橫向表示出心情的轉變過程，又可以從縱向上體現(xiàn)出行為與心理微妙的因果關系，可以有效幫助學生厘清脈絡，并使其與之共情。

但是學生面對魚骨圖時可能是無措的，故兩個問答題可以起到提示與引導的作用。第一問的答案一方面是對上一個活動環(huán)節(jié)設置的懸念部分的處理，也幫助引導學生整理文本敘事第一階段，即災難發(fā)生前，John 一家人的行動與其原因。這一問題的答案可從原文概括得出，大致為“The house stood 23 feet above the sea level and 250 yards from the sea,and had stood safe for decades (客觀因素）.John took it for granted that the house would weather the storm undamaged（主觀因素）.”

颶風來臨時，John 等人抗爭的情節(jié)是全文中最為曲折復雜的部分。而第10 段John 等人撤離失敗返回“危房”的情節(jié)則是其一家人的情緒由害怕向無助的轉折點，因此對第二問的回答“It was John who made the decision to remain in the house.But now it seemed that they were faced with the threat of death.”可以幫助學生回溯事件起因，并關注到此處John 等人的心情的急劇變化。

整個閱讀與討論過程中，學生需要初步概括出故事的主要情節(jié)遞進關系。在分享階段，執(zhí)教老師通過適當?shù)囊I，讓學生整理出主線的故事發(fā)展與人物內(nèi)心的心理變化，加深自身對文本的理解。

圖5 主情節(jié)以及人物心理變化

(4)再讀文本，學習語言

課外閱讀需要平衡理解與表達。因此，在完成對文本的主旨和部分細節(jié)的理解之后，本課的中心轉移至對文本內(nèi)語言的學習。Face to Face with Hurricane Camille在語言描寫上尤為細膩，具有很高的學習與效仿價值，尤其在動作和場景描寫方面，有著頗多的生動表達。因此，在基本理解全文后，教師可以開始引導學生關注于文本中的場景描寫。

[教學片段]

T: What made the Johns so terrified?

S1: The hurricane.

S2: The wind and rain.

T: It was the hurricane that terrified the Johns,or to be specific,the power of hurricane.And the newspaper said,“How bad is it? Unbelievable!”So,can you find supporting evidence to show the unbelievable power of Camille? Please pay attention to the descriptions of wind,rain and damage.

針對所提的問題，教師布置學生以小組形式重讀文本，尋找颶風發(fā)生前后關于臺風、大雨、大潮等場景以及災后現(xiàn)場的描寫。本文對場景的直接描寫較多，最后總共整理出9 處場景描寫：

1.With gray clouds gathering,rain fell steadily that afternoon.

2.Shortly afterwards,wind and rain started towhipthe house.As the windmountedto a roar,the house began leaking.

3.Theroarof the hurricane now was overwhelming.

4.Ablastof water hit the house,flingingopen the door andshovingthem down the hall.

5.The wind was too strong and the water too deep to flee on foot.

相比于初中物理的教學，高中階段在知識深度、能力要求上的確有了很大的提升.在初中階段，學生所學習的物理知識都比較直觀且形象，而且很多內(nèi)容都和學生在實際生活中的體驗息息相關.但是高中物理就非常抽象，比如運動學，初中只要研究簡單地勻速直線運動，在高中我們要研究更加復雜的勻變速直線運動，而且不僅要描述運動的基本特點，還要結合加速度、初速度等特點，預測運動的發(fā)展，最后還要結合力學來分析運動發(fā)生的原因.此外，高中階段還涉及到很多過程復雜的物理情境，很多學生無法明確具體的物理場景，自然也就陷入一頭霧水的困境，最終只會備受打擊，學習一落千丈.

6.Outside,the wind sounded like the roar of a train passing a few yards away.The houseshudderedand shifted on its foundations while water inched its way up the steps.

7.Watching the waterlapat the steps,John felt a strong guilt sweep over him.

8.They stood shocked at the sight of the community lying in ruins.The beach and highway were littered with bodies and dead animals.

9.They stood shocked at the sight of the community lying in ruins.The beach and highway were littered with bodies and dead animals.The blown down power lines coiled like black spaghetti over the roads.

【分析與思考】理解文本應當是循序漸進的。在理解全文大意的基礎上，再尋找關于災難的描寫有助于學生減少閱讀障礙。與地震災害不同，沿海地區(qū)臺風多發(fā)，大部分學生都有所經(jīng)歷，加之教師提醒風雨潮的影響，多數(shù)學生可以通過基礎詞匯推斷句意，判定其是否與災害場景描寫有關。但做到這一步，學生只是對環(huán)境描寫有了一個大致的概念，上述9 處描寫中，生詞較多（標黑詞匯），多數(shù)學生并不能完全吃透其中的含義，因此還需要進一步解釋。

(5) 猜測詞義，處理細節(jié)

以小組為活動單位猜測場景描寫中出現(xiàn)的生詞。設計時，要有的放矢，只要求學生猜測這9 句中出現(xiàn)的動詞的詞義（見表1）.

表1 場景描寫中的生詞與中英文釋義

【分析與思考】由于原作者在多處使用了擬人的修辭手法，尤其是“whip”的英文釋義為“blow violently”，盡管在語義上講得通，但與此處的用法仍舊有著一些差距。因此，學生在猜測詞義的過程中有著一定的困難。這一方面證明了學生在閱讀稍微有些難度的文本時，不能完全準確理解每處意思，同時也證明了對于文本理解的些許偏差，并不影響整體閱讀。

(6)聚焦文本主題意義

本文主要體現(xiàn)“人與自然”的主題語境，之所以選擇本篇文章，一方面是為了通過增加“可理解性輸入”擴充學生在災難主題方面的詞匯量，另一方面也是為了讓學生敬畏自然，學會在災害來臨時保護自己。因此，教師應繼續(xù)推進對文本的分析，向學生提問：What lesson can you learn from John? And if you were John,what would you do when a storm/typhoon hit? 學生分組并短暫討論后，教師再請兩組學生代表發(fā)表自己的看法。

[教學片段]

S1: We should respect the power of nature and run away quickly when there is danger.

T: So,would you hide in other places?

S1: No,my house is really far away from the sea.I will buy some food and water before the storm and hide in my house till the end of the storm.I may also prepare a generator like John.

S2: I think Mother Nature is sometimes merciless.But I think if we make full preparations,we can defeat disasters.

T: Well,that depends.For example,we can’t forecast earthquake,so even if we make preparations,there might be deaths.So,try to learn to protect yourself.

【分析與思考】《課程標準》在“人與自然”主題下，明確提出了要培養(yǎng)學生防災意識的學習觀，因此，讀后討論既是對閱讀文本的反思，同時也是在培養(yǎng)學生實際應對災難時的應急能力，并且為后續(xù)的作業(yè)布置做出一定的準備。

(7) 作業(yè)布置

根據(jù)本課所學，運用對風暴的描寫，在課后完成一則語篇續(xù)寫。語篇的大致內(nèi)容為作者在海灘游玩時，預感到暴風雨將至，正要同朋友回酒店時，突然刮起了大風。這則作業(yè)切合高中階段的讀寫要求，同時也可有效檢測學生對幾個優(yōu)秀表達的運用程度。續(xù)寫文本如下：

It was a regular day on the beach.Although there were high waves,many people were swimming in the warm water,laughing and trying to stand still as waves hit them hard.It was windy,but the sun was shining bright,so it was so pleasant to dive into the ocean and then lie on the sun-loungers (日光浴椅).

However,a large gray cloud was approaching,and people were leaving the beach to hide from the upcoming storm.I asked one of my friends,“Should we leave? It seems it will rain soon.”However,he was confident that we still had time before the storm began.“Calm down,”he said,“We have at least 30 minutes.There is no need to hurry.”

It turned out that we had no time at all._____________

【分析與思考】課后作業(yè)是對教堂教學的延伸與補充。與課內(nèi)學習任務相關的作業(yè)有助于培養(yǎng)學生的遷移能力與創(chuàng)造精神。該讀后續(xù)寫文本較為貼近生活，學生既可以將生活經(jīng)歷轉寫為文字，同時也能及時鞏固課內(nèi)所學，加工、提取并內(nèi)化課堂所學的句式與詞匯。

四、結語

在當前英語教學“反芻”式深挖課本內(nèi)容的現(xiàn)實下，基于主題意義開發(fā)新穎的閱讀補充材料是必要的。而“主題語境”恰好可以成為這樣一個主線，架構起一座橋梁，連接課內(nèi)文本與課外閱讀材料。如此一來，學生在閱讀的過程中不僅可以強化課內(nèi)詞匯，也能吸收新知，開闊視野。但在這個過程中，教師應該重點關注話題的適切性。

本次課例嘗試了基于主題的拓展性文本閱讀，是對相關教學實踐的一次積極探索，但受限于教師自身水平，仍有諸多不足。例如，在探究主題意義時，未能深挖文本標題Face to Face with Hurricane Camille的深層含義。作者用“face to face”將弱小的“John 一家人”同20 世紀最具破壞性的颶風Camille 置于同一層面，一種強烈的反差躍然紙上，讓人不禁反思在自然以及災害面前，不僅單一的人類個體，即便是整個人類文明也依舊是脆弱的。這種脆弱既使我們敬畏自然，也讓我們思考如何同自然和諧相處。同時，因為課程容量有限，無法對詞匯作進一步處理，也是遺憾之一。總之，將拓展性閱讀融入單元教學是個漫長的過程，需要教師不斷探索，擴寬自身的教學理念，并促進學生的思維成長與能力提升。

附錄：

拓展性閱讀材料原文

Face to Face with Hurricane Camille

By Joseph P.Blank

1.When radio and television warnings sounded throughout that Sunday,John Koshak knew that Hurricane Camille would be bad.Along the coasts of several states,nearly 150 000 people wereevacuated.But,like thousands of others in the coastal communities,John was unwilling to leave his home unless the family was clearly endangered.

2.Johnwas familiar withthe power of a hurricane.Four years earlier,Hurricane Betsy haddestroyedhis former home,which had stood only a few feet above sea level.“We’re elevated 23 feet,”he told his father and Charlie,a friend of his,“and we’re 250 yards from the sea.The place has been here since 1915,and no hurricane has ever bothered it.We’ll probably be as safe here as anyplace else.”The elder Koshak agreed,“If we see signs of danger,we can get out before dark.”

3.The men were fully prepared for the hurricane.Since waterpipesmight bedamaged,they filled bathtubs and buckets.A power failurewas likely,so they checked out batteries for the radio and flashlights,and fuel for the lantern.Meanwhile,a small generator(發(fā)電機) was moved into the downstairs hallway.

4.With gray clouds gathering,rain fell steadily that afternoon.The family had an early supper.A neighbor asked if she and her two children could sit out the storm with the Koshaks.

5.It grew dark before seven o’clock.The group stayed together on the first floor.“Keep away from the windows,”John warned,concerned aboutglass flying from stormshattered windows.Shortly afterwards,wind and rain started towhipthe house.As the windmountedto a roar,the house began leaking.With mops,towels and buckets the Koshaks began a struggle against the rapidly spreading water.At 8:30,power failed,and Pop Koshak turned on the generator.

6.The roar of the hurricane now was overwhelming.The house shook,and then the front door started to break away from its frame.John and Charlie put their shoulders against it,but a blast of water hit the house,flingingopen the door andshovingthem down the hall.Charlie licked his lips and shouted to John.“I think we’re in real trouble.That water tasted salty.”The sea had reached the house,and the water was rising by the minute!

7.“Everybody out the back door to the cars!”John yelled.“We’ll pass the children along between us.Count them! Nine!”

8.The children went from adult to adult like buckets in a fire brigade (消防隊).But the cars wouldn’t start;the electrical systemshad been killed by water.The wind was too strong and the water too deep to flee on foot.“Back to the house!” John yelled.“Count the children! Nine!”

9.As theyscrambledback,John ordered,“Everybody on the stairs!”Frightened,breathless and wet,the group settled on the stairs,which were protected by two interior walls.Outside,the wind sounded like the roar of a train passing a few yards away.The houseshudderedand shifted on its foundations while water inched its way up the steps.No one spoke.Everyone knew there was no escape;they would live or die in the house.

10.Watching the waterlapat the steps,John felt a strong guilt sweep over him.He didn’t assume that Camille would be sodestructive.He buried his face in handsand silentlyprayed(祈禱) to God,“Get us through this mess,will You?”

11.A moment later,the hurricane,in one mighty swipe,lifted the entire roof off the house.The bottom steps of the staircase fell apart.Immediately,John yelled,“Up the stairs—into our bedroom! Count the kids.” The childrenhuddledin the pouring rain within the circle of adults.However,debris flew as the living-room fireplace and chimneycollapsed.With two walls in their bedroom beginning to fall,John ordered,“Into the television room!” This was the room farthest from the direction of the storm.For an instant,John put his arm around his wife.Janis understood.Shiveringwith the wind,rain and fear,clutchingtwo children to her,she thought,“Dear Lord,give me the strength.We won’t let it win.”

12.The elder Koshak raged silently,frustrated at being unable to do anything to fight Camille.Without reason,hedraggeda mattress (床 墊) from a bedroom into the TV room.At that moment,the wind tore out one wall and put out the lantern.Meanwhile,the house,shuddering and rocking,had moved 25 feet from where it was.It seemed as if the world were breaking apart.

13.“Let’s get that mattress up!”John shouted to his father.“Make it a lean-to against the wind.Get the kids under it.We can support it with our heads and shoulders!”

14.The larger childrensprawledon the floor,with the smaller ones on top of them,and the adults bent over all nine.The floor tilted (傾斜) and another wall fell.Johngrabbeda door still attached to one closet wall.“If the floor goes,”he yelled at his father,“l(fā)et’s get the kids on this.”

15.In that moment,the wind slightly decreased and the water began receding.The disaster was coming to an end.The Koshaks and their friends hadsurvived.

16.Gulfport people started coming back to their homes,but none of them moved quickly or spoke loudly.Theystood shocked atthe sight of the communitylying in ruins.Thebeach and highway were littered with bodies and dead animals.The blown down power lines coiled like black spaghetti over the roads.

17.By this time,local organizations and,in effect,the entire population of the United States hadcome to the aid ofthe destroyed coast.From hundreds of towns and cities across the country camerescueteams and countless household and medicalsupplies.Camille,meanwhile,hadsweptnorthward,causing severefloods,hugelandslidesand 111 additionaldeathsbefore breaking up over the Atlantic Ocean.

18.Like many other Gulfport families,the Koshaks quickly began reorganizing their lives.The children appeared tosufferno psychological damage from their experience.Butthe blues(憂郁) did occasionallyaffectall the adults.Once,in low spirits,John said to his parents,“I wanted you here so that we would all be together,so you could enjoy the children,but look what happened.”

19.His father comforted,“Let’s not cry about what’s gone.We’ll just start all over.”

20.Later,Grandmother Koshak reflected,“We lost almost all our possessions,but the family came through it.When I think of that,I realize we lost nothing important.”

閱讀材料學案（帶答案）

1.Understand the content.

a.Why did John Koshak decide to stay and face the danger of the hurricane?

The current house stood 23 feet above the sea level and 250 yards from the sea.And the house had stood safe for decades.In some sense,John took it for granted that the house would weather the storm intact (undamaged).

b.Why did John Koshakfeel a strong guilt sweep over himin Para.10?

He underestimated the destructive power of the hurricane and left the whole family in crushing danger./ It was John who made the decision to remain in the house.But now it seemed that they were faced with the threat of death.

2.Appreciate the language.

Ⅰ.The author makes effective use of verbs in this passage.Appreciate the following verbs and put them into Chinese.

a....wind and rain started towhipthe house.(Para.5)

（風、雨等）猛烈地拍打 (strikes sth sharply)

b.As the windmountedto a roar...(Para.5)

增強;加劇 (increases in intensity)

c....a blast of water hit the house,flingingopen the doorand shovingthem down...(Para.6)

fling:（尤指生氣地）扔，擲，拋，丟 (to throw sb./sth.somewhere with force)

shove: 猛推；亂擠；推撞 (to push sb/sth in a rough way) 補充push and shove：推搡

d.As theyscrambledback,John ordered...(Para.9)

（迅速而吃力地）爬，攀登（to move quickly,especially with difficulty,using your hands）

e.The houseshudderedand shifted on its foundations...(Para.9)

強烈震動；劇烈抖動 (to shake very hard)

f.Watching the waterlapat the steps...(Para.10)

（輕柔而有規(guī)律地）拍打 (to touch sth gently and regularly,often making a soft sound)

g.The childrenhuddledin the pouring rain...(Para.11)

(人或動物，多因寒冷或害怕）擠在一起 (to gather closely together,because of cold or fear)

h....as the living-room fireplace and chimneycollapsed.(Para.11)

（突然）倒塌，坍塌 (to fall down)

i.Shivering with the wind,rain and fear,clutchingtwo children to her...(Para.11)

(人) 顫抖，哆嗦（因寒冷、恐懼等）to shake slightly because of cold,fright...

j....hedraggeda mattress...(Para.12)

（使勁而吃力地）拖，拉，拽，扯 (to pull sb/sth along with effort and difficulty)

k.The larger childrensprawledon the floor...(Para.14)

伸開四肢坐（或躺）(to sit or lie with your arms and legs spread out)

l.Johngrabbeda door...(Para.14)

抓住 (to take or hold sb./sth.)

Ⅱ.The author is good at the description.Appreciate the following sentences and put them into Chinese.

a.With gray clouds gathering,rain fell steadily that afternoon.

那天下午烏云密布，雨下個不停。

b.Shortly afterwards,wind and rain started to whip the house.As the wind mounted to a roar,the house began leaking.

不久之后，風雨開始拍打著房子。隨著風勢漸強（狂風咆哮起來），房子開始漏水。

c.The roar of the hurricane now was overwhelming.

颶風怒吼著，已然勢不可擋。/ 颶風的咆哮聲壓倒了一切。

d.A blast of water hit the house,flinging open the door and shoving them down the hall.

一陣浪頭襲來，沖開了大門（猛地推開了大門），把他們掀翻在地。

e.The wind was too strong and the water too deep to flee on foot.

風太大，水太深，不能步行逃跑。（狂風大作，大水蔓延，根本沒法步行逃離/撤離。）

f.Outside,the wind sounded like the roar of a train passing a few yards away.The house shuddered and shifted on its foundations while water inched its way up the steps.

房子外，狂風（呼嘯）聽著就像幾碼外經(jīng)過的火車的轟鳴聲。房子顫抖著，在地基上移動，水慢慢地順著臺階往上爬。/ 狂風就像在身邊呼嘯而過的列車一樣發(fā)出震耳的響聲，房屋在地基上晃動移位，此時海水漸漸地漫上了樓梯。

g.Frightened,breathless and wet,the group settled on the stairs,which were protected by two interior walls.

大家跑到靠兩堵內(nèi)墻保護的樓梯上歇著，個個嚇得要命，氣喘吁吁，渾身濕透。

h.Shivering with the wind,rain and fear,clutching two children to her,she thought,“Dear Lord,give me the strength.We won’t let it win.”

由于風雨和恐懼，她不住地發(fā)抖。她一面拉過兩個孩子緊貼在自己身邊，一面默禱著“親愛的上帝啊，賜給我力量吧。我們一定不會讓它得勝。”

i.Watching the water lap at the steps,John felt a strong guilt sweep over him.

約翰望著海水漫過一級級的臺階，感到一陣強烈的內(nèi)疚（心中的愧疚無以言表）。

3.Use the language.

結合個人生活經(jīng)驗，嘗試用以上表達描寫暴風雨的場景片段。

It was a regular day on the beach.Although there were high waves,many people were swimming in the warm water,laughing and trying to stand still as waves hit them hard.It was windy,but the sun was shining bright,so it was so pleasant to dive into the ocean and then lie on the sun-loungers (日光浴椅).

However,a large gray cloud was approaching,and people were leaving the beach to hide from the upcoming storm.I asked one of my friends,“Should we leave as well? It seems it will rain soon.” However,he was confident that we still had time before the storm begins.“Calm down,” he said,“We have at least 30 minutes.There is no need to hurry.”

It turned out that we had no time at all.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The original version

It turned out that we had no time at all.As soon as my friendutteredthese words,large dropsbegan falling from the dark sky.There waslightning and thunderright above us,and the windblewso hard that we could not hear each other clearly.Itlifted the sand in the airand wasthrowing it into our facessoviolentlythat itbecame impossible to breathe and open our eyes.I think welost all sensesat that moment and instead of hiding somewhere,we ran.The air was whirling around usand we felt the sand and small rockshitting our legs.Meanwhile,I feltlarge,quick drops going down my spine,arms,and legs and washing the salt that ate into my hair.Clouds were moving across the skyin such a way that it seemed the light was coming from the north instead of the west where it should be.We cried to each other some incomprehensible phrases,but it was useless to speak at that moment — all we could hear was the stormragingabove.At one point,I realized that I was directly facing nature andits beautiful yet threatening power.I knew no one could help me because everyone was thinking only about hiding in the nearest house or shop.

讀后練習題（帶答案）

Ⅰ.語法填空

1.In 1969,several coastal states were affected (affect)by Hurricane Camille.The disastrous (disaster) hurricane is one of the most powerful (power) storms striking America,bringing death and destruction (destroy) that haunted the survivors (survive) for the rest of their life.

2.When Hurricane Camille approached,nearly 150 000 people were forced to evacuate (evacuate).However,John was unwilling (willing) to leave his home.“No hurricane has bothered (bother) this place since 1915,”he told his father,believing they would probably be as safe there at their new house as anyplace else.

3.As the wind strengthened (strength),the house began leaking.The Koshaks began a struggle against the rapidly spreading water.

4. Burying (bury) his face in hands,he silently prayed to God.

5.When the storm was over,the community was left(leave) in ruins.6.It was a shocking (shock) sight of complete devastation.

7.This experience appeared to have no actual effects on the children and cause no psychological damage to them.

8. To a great extent,it was the adults who/ that occasionally suffered from the blues.

9.If they didn’t stick together,the Koshaks may have ended up dying (die) in the hurricane.

Ⅱ.句子翻譯

1.Colin 猛地翻過身去，把臉埋在枕頭里 (bury)。

Colin flung himself over so his face______________________________the pillow.

2.他猛地把門打開，怒氣沖沖地走了進來，臉上露出了一貫的怒容 (fling)。

He ______________________________ and_____________________________,the usual scowl nailed to his face.

3.當他的妻子去世時，Mr.Craven 的世界崩塌了(collapse)。

Mr.Craven’s world______________________________when his wife was dead.

4.隨著緊張情緒的加劇，人群變得愈發(fā)嘈雜。但好在大家相互之間沒有爭斗，也沒有推搡 (tension;mount;push and shove)。

As _________________________________,the crowds became noisier.But there were no fights and______________________________.

5.陣陣狂風吹打著房子，Kris 蜷縮在房間的一個角落，害怕得發(fā)抖 (whip;huddle;shiver/shudder)。

When ______________________________,Kris__________________________________in a corner of the room,______________.

6.車子一下子著火了，她急忙從車里爬了出來(scramble)。

She _________________________________________ the vehicle as it burst into flames.

7.海浪拍打著我們的腳，使我們充滿了溫柔 (lap;tenderness)。

The waves _______________________________ around our feet,_______________________________________.

8.我要趁著太陽出來的時候，好好感受一下陽光/抓住陽光 (grab)。

I’ve got to _______________________________ while it’s out.

9.她站在那兒，手里緊握著花。(clutch)

She stood there,______________________________the flowers in her hand.

10.不知什么東西擊中了她，把她打趴在地上。Something unknown hit her and sent her________________________(sprawl) to the ground.

句子翻譯參考答案

1.Colin 猛地翻過身去，把臉埋在枕頭里 (bury)。

Colin fulng himself over so his face was buried in the pillow.

2.他猛地把門打開，怒氣沖沖地走了進來，臉上露出了一貫的怒容 (fling)。

He flung the door open and stormed in,the usual scowl nailed to her face.

3.當他的妻子去世時，Mr.Craven 的世界崩潰了(collapse)。

Mr.Craven’s world had collapsed when his wife was dead.

4.隨著緊張情緒的加劇，人群變得愈發(fā)嘈雜。但好在大家相互之間沒有爭斗，也沒有推搡 (tension;mount;push and shove)。

As the tension mounted,the crowds became noisier.But there were no fights and no pushing or no shoving.

5.陣陣狂風吹打著房子，Kris 蜷縮在房間的一個角落，害怕得發(fā)抖 (whip;huddle;shiver/shudder)。

When gusts of fierce wind whipped the house,Kris huddled in a corner of the room,shivering/ shuddering with fear.

【表達積累】Gusts of wind whipping the house,Kris huddled in a corner of the room and shivered/shuddered with fear/fright.

6.車子一下子著火了，她急忙從車里爬了出來 (scramble)。

She scrambled out of the vehicle as it burst into flames.

7.海浪拍打著我們的腳，使我們充滿了溫柔 (lap;tenderness)。

The waves lapped around our feet,fliling us with tenderness.

8.我要趁著太陽出來的時候，好好感受一下陽光/抓住陽光 (grab).

I’ve got to grab the sunshine while it’s out.

9.她站在那兒，手里緊握著花。（clutch）。

She stood there,clutching the flowers in her hand.

10.不知什么東西擊中了她，把她打趴在地上。

Something hit her and sent her sprawling to the ground.