高中英語人教版Unit5Thepowerofnature【區(qū)一等獎】

unit5thepowerofnatureⅰ.

單元教學(xué)目標(biāo)

技能目標(biāo)skillgoals▲talkaboutvolcanoesandtheworkofvolcanologists▲practiseexpressingfearandanxiety▲learnthe-ingformusedasadverbialinasentence▲writeaboutanexperienceinanaturaldisasterandhotpoolsatchangbaishan

ⅱ.

目標(biāo)語言

功能句式expressingfearandanxietyiwassoexcitedaboutwhatihaddoneandwhereiwas,iforgotmyfear.iwasveryworriedthat...iwasveryrelievedwhen...iwastremblingalmostasmuchasthegroundundermyfeet.iwasstillterrified.iwassonervousthatmywholebodywasdampwithsweat.iwassoanxiousthaticouldn’tmoveforalongtime.ihadtoforcemyselfnottopanic.thenigotupthecourageto...

詞

匯1．四會詞匯volcano,erupt,eruption,ash,hurricane,adventure,bore,excite,evaluate,unfortunate,unfortunately,fountain,absolute,absolutely,fantastic,crater,potential,impress,impressive,precious,novelist,cancel,effort,relieve,tremble,sweat,anxiety,anxious,panic,courage,typhoon,heaven,diverse,

diversity,unique,bathe,swallow,guarantee2．認(rèn)讀詞匯volcanology,volcanologist,observatory,

lava,mountkilauea,molten,crane,leopard,siberian,spectacular,crystal,crystalclear,peak,persuasion,manchu3．詞組compare...with,burntotheground,makeaneffort,makeone’sway,glancethrough,varyfrom...to...4．重點(diǎn)詞匯volcano,ash,lava,adventure,erupt,excite,fountain,fantastic,impressive,relieve,anxiety,anxious,panic,courage

重點(diǎn)句子1.havingcollectedandevaluatedtheinformation,ihelpotherscientiststopredictwherelavafromthevolcanowillflownextandhowfast.p342.iwasabouttogobacktosleepwhensuddenlymybedroombecameasbrightasday.p343.however,themostimportantthingaboutmyjobisthatihelpprotectordinarypeoplefromoneofthemostpowerfulnaturalforcesonearth—thevolcano.p344.itwasn’tveryeasytowalkinthesesuites,butweslowlymadeourwaytotheedgeofthecraterandlookeddownintothered,boilingcentre.p355.theheightofthelandvariesfrom700metresabovesealeveltoover2,000metresandishometoagreatdiversityofplantsandanimals.p39ⅲ.

教材分析與教材重組教材分析本單元以thepowerofnature為話題，旨在通過單元教學(xué)使學(xué)生了解火山爆發(fā)、地震、臺風(fēng)、洪水等自然現(xiàn)象，認(rèn)識到自然的偉大力量，并會用所學(xué)詞匯描述在經(jīng)歷自然災(zāi)害時的感受，思考人類應(yīng)對自然災(zāi)害的態(tài)度和方法，提高自我保護(hù)意識。

warmingup通過對火山爆發(fā)示意圖的討論激活學(xué)生了解與本單元話題相關(guān)的背景知識，而后通過討論人類應(yīng)對自然災(zāi)害的措施引發(fā)學(xué)生對本單元話題的思考，激發(fā)學(xué)生的求知欲，為隨后進(jìn)行的聽、說、讀、寫打下基礎(chǔ)。

pre-reading通過回答問題測試自己是否適合作火山學(xué)家，讓學(xué)生了解這一陌生職業(yè)，為閱讀做好準(zhǔn)備。

reading部分一位火山學(xué)家以第一人稱的形式講述了自己的工作及第一次目睹火山爆發(fā)時的情景和心情，描寫了人與自然的斗爭與和諧相處的樂趣，使學(xué)生認(rèn)識到火山是美麗的，但同時極具破壞力，而火山學(xué)家的工作可以減少由火山引發(fā)的損失。

comprehending設(shè)計了兩種題型：第一題要求學(xué)生在閱讀后回答相關(guān)問題；第二題檢測學(xué)生對文章細(xì)節(jié)的理解。

learningaboutlanguage分為詞匯和語法兩部分。詞匯部分著重從詞的意義用法和表達(dá)方面對學(xué)生學(xué)習(xí)詞匯給予指導(dǎo)；語法部分學(xué)習(xí)ing形式在句子中作狀語表示時間、原因及結(jié)果。usinglanguage以語言實(shí)踐為目的，包括四個部分的內(nèi)容。listeningandspeaking三位火山學(xué)家講述了他們各自最驚險的一次經(jīng)歷。學(xué)生在練習(xí)聽力的同時學(xué)會描述害怕和緊張的詞匯。speaking是listening的延續(xù)。要求學(xué)生講述自己類似的經(jīng)歷，同時在運(yùn)用中鞏固單詞。reading介紹了旅游勝地thelakeofheaven,培養(yǎng)學(xué)生快速獲取信息的能力。writing與reading屬于同一話題，要求根據(jù)所給信息寫一篇介紹hotsprings的作文。summingup與learningtip有助于學(xué)生自我檢測，便于及時復(fù)習(xí)。通過學(xué)習(xí)同根詞、同類詞，告訴學(xué)生在學(xué)習(xí)中要勤于總結(jié)。workbook圍繞中心內(nèi)容從聽、說、讀、寫四個方面對其做進(jìn)一步的補(bǔ)充和深化。2.

教材重組將warmingup,pre-reading,reading及comprehending組合在一起，上一節(jié)閱讀課。將learningaboutlanguage，learningtip與workbook中的usingwordsandexpressions,usingstructures整合在一起，上一節(jié)語法課。將usinglanguage中的listening與speaking設(shè)計為一節(jié)聽說課。將usinglanguage中的reading與writing設(shè)計為一節(jié)寫作課。將workbook中的talking,listening,speakingtask,writingtask組合起來，上一節(jié)綜合實(shí)踐課（1）。將workbook中的readingtask,listeningtask與project設(shè)計為一節(jié)綜合實(shí)踐課（2）。3.

課型設(shè)計與課時分配1stperiod

reading2ndperiod

languagestudy3rdperiod

listeningandspeaking

4thperiod

writing5thperiod

integratingskills(1)6thperiod

integratingskills(2)ⅳ.

分課時教案thefirstperiodreadingteachinggoals

教學(xué)目標(biāo)1.targetlanguage

目標(biāo)語言a.重點(diǎn)詞匯和短語volcano,erupt,comparewith,hurricane,adventure,bored,excite,evaluate,unfortunately,burntotheground,eruption,fountain,absolutely,fantastic,madeone’sway,potential,impressiveb.重點(diǎn)句式p341.havingcollectedandevaluatedtheinformation,ihelpotherscientiststopredictwherelavafromthevolcanowillflownextandhowfast.p342.iwasabouttogobacktosleepwhensuddenlymybedroombecameasbrightasday.p343.however,themostimportantthingaboutmyjobisthatihelpprotectordinarypeoplefromoneofthemostpowerfulnaturalforcesonearth—thevolcano.p342.abilitygoals

能力目標(biāo)enablethestudentstolearnaboutthepowerfulnaturalforce—volcanoandtheworkofanvolcanologist.3.learningabilitygoals

學(xué)能目標(biāo)helpthestudentslearnhowtoanalyzethewaythewriterdescribeshisexcitingjob.teachingimportantpoints教學(xué)重點(diǎn)readthetextandanswerthequestionsincomprehendingexercise2.teachingdifficultpoints教學(xué)難點(diǎn)retellthewriter’sfirstsightofmountkilaueaeruption.teachingmethods教學(xué)方法discussion,reading,speakingandcooperativelearning.teachingaids教具準(zhǔn)備aprojectorandsomeslides.teachingprocedures&&ways

教學(xué)過程與方式step

ⅰwarmingupleadthestudentstothetopicbytellingthemastory.thengetthestudentstodescribeavolcanoeruptionaccordingtothediagram.aftertheyarefamiliarwiththetopic,letthemlistsomeotherpowerfulnaturalforcesanddiscussthewayshumanbeingsprotectthemselvesfromthenaturalforces.t:listentomecarefully.iwilltellyouastoryaboutastrangecity.thestrangecitynamedpompeiiisadeadcity.noonehaslivedtherefornearlytwothousandyears,yeteveryyearthousandsofpeopletravelfromdistantcountriestovisitit.itdiedsuddenlyinaterriblerainoffireandash.tonsofhotashfellonpompeii,hidingitfromsight.forthreedaysthesundidn’tbreakthroughthecloudsofashinthesky.thenthewholecityshookandbuildingsfelldown.wheneverythingwascalm,pompeiiwasburieddeep.acitydisappearedandpeopletherelosttheirlivestoo.canyouguesswhathadhappenedtothecity?s1:theremusthavebeenaterribleearthquake.aftertheterriblequake,everythingwasdestroyed.t:yes.it’sonekindofthecauses.anydifferentideas?s2:maybeavolcanoeruptedandaterriblerainoffireandashfellonthecity.t:yougotit!mountvesuvius,whichhadsleptquietlyforcenturies,eruptedsuddenly.itdestroyedthecitypompeii.howterrible!haveyoueverseenavolcanoerupting?pleaseturntopage33.lookatthediagram.describeavolcanoeruptingusingthediagramandthegivenwords.s3:whenboilingrockeruptsfromthevolcano,theredhotlavarusheshundredsofmetresintotheairandacloudofashgoesstraightupintotheair.ashcloudforms.rocks,fire,ashfallontotheground.thelavaflowsslowlydownthemountain.itburieseverythinginitspathunderthemoltenrock.s4:sometimes,volcanoeruptingcancausesomeotherdisasterslikeearthquakes,fireandgroundsea.t:howpowerfulthenatureis!thelavacanburieseverythinginitspath.avolcanoeruptingcandamageacity.afloodcancarryeverythinginitspath,whileafirewilldamageeverythingitmeets.itseemsthatwehumanbeingsarepowerlessinfrontofthesenaturalforces.whatcanwedotoprotectourselvesfrompowerfulnaturalforces?pleaseworkingroupsoffourtolistsomeothernaturalforcesanddiscussthewaysthathumanbeingsprotectourselves.afewminuteslater.t:whowouldliketoshareyouropinionwiththeclass?s5:i’dliketotalkaboutvolcano.sometimes,thevolcanogiveswarningsintheformofmanysmallearthquakes.andscientistscanprovidewarningsofpossiblevolcanoexplosionswiththehelpofequipment.sothegovernmentcanhelppeoplewholivenearthevolcanoleavetheirhomesbeforeerupting.s6:wearemorefamiliarwithfire.infact,itcanbeavoidedmostofthetime,ifwearecarefulinourdailylife.iknowawayofcontrollingthefire.firefightersburnthetreeswhichareinthepathofthefire,sothereisnothingtoburnwhenthefirearrives.s7:floodalwayshappensinthesouthofourcountry.predicationisveryimportant.scientistkeepobservingthelevelofthewaterduringthesummer.peoplestrengthenthebankandmovetohigherland.s8:wehavelearnedmoreaboutearthquakes.peoplehavelearnedmanywaystoprotectthemselves.forexample,earthquakehappens,ifyouareinbed,staywhereyouareandprotectyourheadwithapillow.ifyouareoutdoors,findaclearspotawayfrombuildings,treesandstreetlights.s9:ithinkthebestwayistomovetoasaferplacewherefire,earthquake,floodandhurricanewillneverhappen.step

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pre-readinggetthestudentstoanswerthesixquestionsonpage33tofindoutwhethertheywillenjoyworkingasavolcanologist.andthengetthemtotalkabouttheoccupationaccordingtothequestions.t:isee.predictionisveryimportant.wecansayscientistsplayanimportantpartinprotectingpeoplefromnaturalforces.wouldyouliketostudyvolcanoes?anddoyouwanttobeavolcanologist?ss:yes.t:let’stestwhetheryouaresuitableforthisjobornot.answer“yes”or“no”tothesequestionsonpage33.thestudentsanswerthequestionstoseeiftheyaresuitabletobeavolcanologist.t:areyousuitableforthejob?whocantelluswhatkindofpersoncanbeavolcanologist?s1:firsthemustbebraveenoughbecausehemustclimbintoalivevolcanototakethetemperatureoftheboilingrockinside.s2:ithinkinterestisthemostimportant.heshouldshowgreatinterestinstudyingrocksandvolcanoes.s3:heshouldbeinterestedintravellingtounusualplacesandlikeadventureinhislife.s4:ifyouwanttobeavolcanologist,youshouldenjoyworkingoutsidebecausealotofworkneedtobedoneoutdoors.step

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while-readingscanninggetthestudentstoreadthepassagequicklyandaccurately.givethemacoupleofminutestolookthroughthewholepassage.tellthemtoreadthetextsilentlyandthenaskthemsomedetailedquestionsaboutthetext.t:whatdoesavolcanologistdo?istheworkinteresting?let’sreadapassagewrittenbyavolcanologist.thevolcanologistenjoyshisjobverymuch.hedescribedhisexcitingjob.andhewrotedownhisfirstsightofaneruption.nowlet’sreadthetextquicklyandfindouttheanswerstothesequestionscomprehendingexercise1onpage35.severalminuteslater.checktheanswer..skimminginthispart,thestudentswillreadthetextquicklytogetthegeneralideaofthepassage.checktheanswerswiththewholeclass,thenexplainsomesentencesorwordsthatthestudentsmayfindhardtounderstand.t:nowpleasereadthetextagainandtrytogetthemainideaofthepassageingroupsoffour.threeorfourminuteslater.t:haveyougotthegeneralideaofthetext?itwasn’tveryeasytowalkintheseclothes,andweslowlymadeourwaytotheedgeofthecraterandlookeddownintothered,boilingcenter.thoughiwasalittleafraid,iwantedtoclimbdownintothecratertocollectsomelava.butthisbeingmyfirstexperience,icouldonlystayedatthetopandwatchedthetwoscientists.atthattimeideterminedtobeavolcanologistforever.discussiont:inthewriter’sopinion,hisjobisthegreatestone.doyoulikethisoccupation?whyorwhynot?discussingroupsoffour.s2:iwouldnotliketobeavolcanologist.iprefertoworkinanofficetodosomeresearchwork.it’sawasteoftimeandenergytospendsomuchtimetraveling.s3:ihopetobeavocanologist.you’llbeproudofyourselfwhenpeopleescapebeforevolcanoeruptingbecauseofyourwork.also,iaminterestedintherocksandotherthingsthatmakeupthesurfaceoftheearth.iwanttoknowthesecretoftheearth.s4:itisnotmyidealoccupation.iliketravelingtounusualplaces,studyingdifferentcultures,talkingwithinterestingpeopleandcollectinginterestingthings.buti’mnotbraveenoughtoclimbintoalivevolcanototakethetemperatureoftheboilingrockinside.s5:idon’tlikethisjob.it’stoodangerous.ifthevolcanoeruptssuddenlywhenyouarecollectingthelava,maybeyouwillloseyourlife.t:well,ifyoumeetthewriter,whatkindofquestionswouldyouaskhim?s6:aren’tyouafraidwhenyouwalktowardsthevolcano?it’ssohotandthevolcanomayeruptagain.s7:whatshouldyoudoifyougetlostonyourwaytothevolcano?s8:whendidyoubegintobeinterestedinvolcanoes?s9:howwillyouescapeifthevolcanoeruptssuddenly?s10:arethereanylivingthingsinvolcanoes?s11:whydopeoplelivenearthevolcanoessincetheymaylosetheirhomesorevenlives?writingcharacteristicst:good!ifyouareinterestedinthisoccupation,youcangetmoreinformationontheinternet.nowwhocansummarizethewritingstyleandtechniquesofthistext?theteachercanaskthestudentstohaveadiscussioninpairsorgroups,andthenasksomeofthemtoshowtheirideas.sampleanswers:thispassagewaswrittenbyavolcanologist.heusesthefirstpersontodescribehisexcitingjobandhisexperienceandexpresshistrueloveforhisjob.thewordsarevividandthedescriptionisnatural,whichmakesthereadersfeelasiftheywerewatchingthevolcanoeruptionandbegintoliketheoccupation.forexample,heuses“l(fā)ikearailwaytrainpassingoutsidemywindow”,“suddenlymybedroombecameasbrightasday”and“redhotlavawasfountaininghundredsofmetresintothesky”todescribethebignoiseandfantasticsightofvolcanoeruption.totellreadersthathisjobisinteresting,thewriterusesseveral“sometimes”,whichmakesthereadersfeelthejobisextremelyinterestingandwanttobeavocanologist.thewritertalksaboutthevolcanoobjectively.hepointsoutthedamagesofvolcanobuthepraisesitsfantasticsightatthesametime.t:whatcanwelearnfromthetext?s:thekeywordofthetextis“exciting”,whichisthefocusofthepassage.bytellingthereadershiseverydaywork,theimportanceofhisjob,hisfirstsightofvolcanoeruptionandhissincereloveforhisjob,theauthorprovesit’shischiefenjoymenttobeavolcanologist.andiappreciatethewriter’sattitudetowardsnature.weshouldlovenatureandwecandosomethingtominimizethedamagecausedbynaturalforces.step

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homeworkt:nowit’stimeforhomework.todayyouhavetwotaskstofinishafterclass.thefirsttaskistofinishexercisesindiscoveringusefulwordsandexpressionsonpage35.theseexerciseswillhelpyoupracticethewordsandexpressionswe’vejustlearned.thesecondoneistoretellthetext.that’sallfortoday.seeyoutomorrow.thesecondperiodlanguagestudyteachinggoals

教學(xué)目標(biāo)1.targetlanguage

目標(biāo)語言重點(diǎn)詞匯和短語bore,bored,boring,impressive,impress,excite,excited,exciting,excitement,courage,encourage,encouragement,encouraging,panic,anxious,glancethrough,comparewith,makeone’swayto2.abilitygoals

能力目標(biāo)enablethestudentstolearnandusenewvocabulary.enablethestudentstouse-ingformasadverbialinasentence.3.learningabilitygoals

學(xué)能目標(biāo)enablethestudentstolearnthewayofgroupingwordstogethertolearnnewvocabulary.helpthestudentslearnhowtousethe-ingformasadverbial.teachingimportantpoints教學(xué)重點(diǎn)the-ingformusedasadverbial.teachingdifficultpoints教學(xué)難點(diǎn)the-ingformusedasadverbial.teachingmethods教學(xué)方法practiceandroleplay.teachingaids教具準(zhǔn)備

acomputer.teachingprocedures&ways教學(xué)過程與方式step

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revisiont:goodmorning,boysandgirls!whowouldliketoretellthetext?asampleretelling:ihavethegreatestjobintheworld.iworkinsideaswellasoutside.what’smore,icanmeetdifferentinterestingpeopleandtraveltounusualplaces.thoughit’sdangerousistillenjoyit.mymainjobistocollectinformationaboutmountt:welldone!haveyoufinishedtheexercisesindiscoveringusefulwordsandexpressions?ss:yes.t:ok.i’llasksomeofyoutogiveyouranswers.checktheanswerswiththeclass.step

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wordsandexpressionst:pleasereadthesentencesonthescreen.andpayattentiontothewordsinbold.isitaverb,anounoranadjective?youcangettheanswerbyreadingthesesentences.oryoucanturntoyourdictionaries.1.thelongnovelsboreme.2.iamboredtodeath.3.thelongnovelsareboring.4.thegirlimpressedherfriendswithhersenseofhumour.5.hiscollectionofpaintingisimpressive.6.theinventionexcitesthedoctors.7.it’sanexcitingdiscovery.8.theexcitedchildrenforgottotakethepresentstotheparty.9.thenewscausedgreatexcitement.t:anyquestions?s1:ican’ttell“exciting”from“excited”.t:“exciting”meanscausinggreatinterestandenthusiasm.“excited”meansfeelingorshowingexcitement.forexample,“anexcitedgirl”meansthegirlisveryhappy,while“anexcitingstory”meansthestoryisveryinterestingorthestorymakessomeonehappy.t:anyotherquestion?ok.pleaseturntopage71,exercise1.afteramoment,asksomestudentstogivetheiranswers.pleaseturntopage40andreadthelearningtiptolearntwowaysofrememberingnewvocabulary.step

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usefulstructuresinthispartthestudentswilllearnthe-ingformusedasadverbialinasentencetogiveinformationabouttime,reasonandresult.thentheywilllearnhowtocombinepairsofsentencesusingthepresentortheperfect-ingform.finally,getthemtomakeadialoguebyusingthe-ingform.t:lookatthetwosentencesonthescreen.canyouseeinwhatwaytheyaresimilarandinwhatwaytheyaredifferent?showthetwoexamplesonthescreen.lookingcarefullyattheground,imademywaytotheedgeofthecrater.havingexperiencedquiteafewearthquakesinhawaiialready,ididn’ttakemuchnotice.t:inwhatwayaretheysimilartoeachother?s1:“l(fā)ookingcarefullyattheground”and“havingexperiencedquiteafewearthquakesinhawaiialready”arebothusedasadverbialtogiveinformationabouttimeorreason.theirsubjectsare“i”whichisalsothesubjectofthemainclause.t:what’sthedifference?s2:inthesecondsentence,theaction“experiencequiteafewearthquakes”tookplacebeforetheaction“takemuchnotice”.whileinthefirstsentence,thetwoactionstakeplaceatthesametime.t:doyouknowwhatcanalsobeusedasadverbialtogiveinformationabouttime,reasonandresult?s3:adverbialclausesintroducedbywhen,after,as,becauseandsoon.t:quiteright!sincetheycanplaythesamerole,theycanusuallytaketheplaceofeachother.lookatthesentencesonthescreen.rewritethesentencesusingthepresentortheperfect-ingform.thefirstonehasbeendoneforyou.showthefollowingsentencesonthescreen.1.whentheyheardaboutthevolcano,theyrandownthevillage.2.asiwasexcited,icouldn’tgotosleep.3.thesunshinesbrightlyintheskyandgiveuslightandheat.4.ifyouloseyourheart,youwon’tfindawaytoovercomethedifficulty.5.shefinishedherstudies.thenshewasanxioustofindajob.sampleanswers:1.hearingaboutthevolcano,theyrandownthevillage.2.beingexcited,icouldn’tgotosleep.3.thesunshinesbrightlyinthesky,givinguslightandheat.4.losingyourheart,youwon’tfindawaytoovercomethedifficulty.5.havingfinishedherstudies,shewasanxioustofindajob.step

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homeworkt:todaywemainlypracticedthe-ingusedasadverbial.afterclass,pleasefinishexercises1and2onpage72.seeyoutomorrow.thethirdperiodlisteningandspeakingteachinggoals

教學(xué)目標(biāo)1.targetlanguage

目標(biāo)語言重點(diǎn)詞匯和短語tremble,anxious,panic,courage,excited,worried,relieved,terrified,nervous2.abilitygoals

能力目標(biāo)enablethestudentstolearnthewaysofexpressingfearandanxiety.3.learningabilitygoals

學(xué)能目標(biāo)enablethestudentstodescribepowerfulnaturalforcesthattheyhaveexperiencedandhowtheyfeltduringandafterthedisaster.teachingimportantpoints教學(xué)重點(diǎn)waysofexpressingfearandanxiety.teachingdifficultpoints教學(xué)難點(diǎn)enablethestudentstodescribepowerfulnaturalforcesthattheyhaveexperiencedandhowtheyfeltduringandafterthedisaster.teachingmethods教學(xué)方法listening,speaking,discussionandcooperativelearning.teachingaids教具準(zhǔn)備arecorder.teachingprocedures&ways教學(xué)過程與方式stepilisteningthestudentswilllistentothevolcanologiststalkabouttheirmostfrighteningexperience.firstgetthestudentstodescribethethreepicturestohelpthemrecallthewordsorexpressionsthey’velearnedabouttheoccupation—volcanologist.thenlistenandwritetheirnamesunderthepictures.t:doyoustillremembertheworkofavolcanologist?ss:yes.hecollectsinformationaboutavolcanotohelppredictvolcano’seruption.t:howcantheygettheinformation?s1:theymustclimbintoalivevolcanototakethetemperatureoftheboilingrockinsideandcollectsomelavaforlaterstudy.t:excellent!pleaseturntopage38.describethethreepictureswithyourpartners.we’llasksomeofyoutodescribethepicturesinclass.thestudentsworkinpairstodescribethepictures.theycanturntothetextiftheyhavesomedifficulty.t:whowilldescribepicture1?s2:ahelicopterisflyingtothevolcano,whensuddenlythevolcanoerupts.theashandboilingrocksrushintotheairhundredsofmetreshigh.luckily,thehelicopterisnotnearthevolcano,oritwillbemelt.t:picture2?s3:thevolcanoiserupting.thelavaisflowingslowlydownthemountain.avolcanologistiscollectinglavawithaspecialtool.hewearsspecialclothes.itseemsverydangeroustoworkthere.t:howaboutpicture3?s4:afteraneruption,acraterformed.awomanvolcanologistismakingrecordsandcollectinginformation.shealsowearsspecialclothestoprotectherself.t:thesepicturesareaboutthemostfrighteningexperienceofthreevocanologists.theytellustheirstories.pleaselistenandwritetheirnamesunderthepictures.getthestudentstolistentothetapeforthefirsttimeandfinishexercise1.thenchecktheanswerswithhewholeclass.askthestudentstoreadthequestionsinexercise2beforelistening.thenplaythetape,stopthetapeaftereachpersonhasspoken.listentothetapeagainifthestudentscannotwritedowntheanswers.t:thevolcanologistsoundveryyoung.howlonghashe/shebeenavolcanologist?let’slistentothetapeagain.readthequestionsfirstandthenlistenandwritedownyouranswers.i’llstopthetapeaftereachpersonhasspoken.ifyouhaveanyquestion,handsup!playthetapeforthethirdtime.makesurethestudentsunderstandthesentencesinexercise3andknowwhattheyareaskedtodo.t:thethreevocanologistsdescribetheirexperiences.pleasereadthefollowingsentencesfirst.canyouunderstandallofthem?s5:canyouexplainthissentence“iwastremblingalmostasmuchasthegroundundermyfeet”?t:itmeans“thegroundisshaking.iamverynervoussoiamshaking,too.”anyotherquestion?writethenameofthepersonbesidethethingstheysaid.thestudentslistenandwritedowntheiranswers.step

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speakingfirst,getthestudentstothinkofwaystoexpressfearandanxiety.second,askthestudentstothinkofpowerfulnaturalforcesthattheyhaveexperienced.iftheydidn’texperienceanysuchthings,theycanimagineaccordingtothetextandwhattheyheardjustnow.thentheyarerequiredtotelltheirsimilarexperienceandhowtheyfeltusingexpressionsfromexercise5inlistening.

t:thespeakersdescribetheirfearoranxiety.wecanfindthesesentencesinexercise3.howdoyouexpressfearoranxiety?readthesesentencesaloudandthenthinkofotherways.t:who’dliketoanswerthisquestion?s1:therearemanywaystoshowfear.forexample,iwassoterrifiedthatiranasfastaspossibletillifoundiwasinmyoffice.s2:knowingiwasadmittedtotheuniversity,iwassoexcitedthaticriedloudly.s3:iwasinapanicsoicheckedallthewindowsandthedoorseveraltimestomakesuretheywerealllocked.s4:iwasrelievedwhenallthepeoplewereremovedtoasaferplace.s5:iwastremblingandcouldn’twriteaword.s6:iwassonervousthaticouldn’treadthetextfluently.s7:iwassoanxiousthaticouldn’tsitbutwalkbackandforthintheplayground.s8:igotupthecouragetoknockthedoor.t:wonderful!ibelieveyouhavemorewaystoexpressfearoranxiety,butthereisn’tenoughtime.let’sturntoanothertopic—afrighteningexperience.wehavelistenedtothefrighteningexperienceofthreevolcanologists.it’syourturntotellusyourfrighteningexperience.thinkofapowerfulnaturalforcesuchasanearthquake,floodthatyouhaveexperienced.ifyoudidn’texperiencesuchthing,yourimaginationwillhelpyou.tellyourpartnersyourexperiencesandhowyoufeel.trytouseexpressionsfromexercise3.thestudentstalkinpairs.afterafewminutes,asksomestudentstotelltheirstoriesinclass.t:whowillbethefirsttotellyourstory?s1:iwastwelveyearsoldwhenthemud-rockflowhappenedintheafternoon.myfatherandiwereinthebookstore,enjoyingthemusicandnovels.isatbythewindow,readinganinterestingstory.suddenlyiheardastrangenoise.ilookedoutofthewindow.“mygod!”ishouted.“achocolate-coloredfloodisrushingdownthestreet.”allthepeoplerantothewindowandsawwhatwashappening,“mud-rockflow!”everybodywasfrightenedandtriedtorushupstairs.myfathermadehiswaytomeandpulledmebythearmandshouted,“tothehill.”weallkeptrunningtillwewereonthetopofthehill,whichisjustbehindthebookstore.whatasadsight!manyhousesslidbyliketoys.bedswererollinginthefloodwithrocks.itlastedfortwentyminutes.peoplerantotheirhomesandbegantolookfortheirfamilymembers,shoutingandrunning.s2:itwasabeautifulsundaymorninginthesmalltown.iwasreadingabooknearmyhome.mytwelve-year-oldsisterlihuawasplayingwithabasketball.asiread,ilookedupandsawahuge,blackcloudfarawaytothewest.itmightrain,ithought.

soon,iheardanoisewhatsoundedlikeabiggun.thesoundseemedtogrowlouder.

ilookedupagain.thistime,isawahugecloudmovingquicklyacrossthesky.wewatchedastheskygrewdarker.thecloudbegantoblocklightfromthesun.iagainlookedatmybook.inoticedsomethingunusualonthebook.itlookedlikeveryfinedust.howstrange,ithought.itisrainingdust!mysisterandiranintothehouseandtoldmyparentsaboutwhatwesaw.theyturnedonthetelevision.wesawthereportaboutthevolcanoexplosion.thecloudcoveringtheskywasashfromthevolcano.

thecloudhadnowalmostcoveredthewholesky.inamoment,itwasasblackasnight.astrongchemicalsmellwasintheair.ashfellveryquicklyinhugeamounts.

theashnowcoveredtheground.itwasafrighteningexperience.wecontinuedtowatchtelevisionreport.expertssaidtheydi