高中英语Unit 5教学设计-【教学参考】

高中英语Unit5教学设计高中英语Unit5教学设计高中英语Unit5教学设计Unit5ThepowerofnatureⅠ.单元教学目标技能目标SkillGoals▲Talkaboutvolcanoesandtheworkofvolcanologists▲Practiseexpressingfearandanxiety▲Learnthe-ingformusedasadverbialinasentence▲WriteaboutanexperienceinanaturaldisasterandhotpoolsatChangbaishanⅡ.目标语言功能句式ExpressingfearandanxietyIwassoexcitedaboutwhatIhaddoneandwhereIwas,Iforgotmyfear.Iwasveryworriedthat...Iwasveryrelievedwhen...Iwastremblingalmostasmuchasthegroundundermyfeet.Iwasstillterrified.Iwassonervousthatmywholebodywasdampwithsweat.IwassoanxiousthatIcouldn’tmoveforalongtime.Ihadtoforcemyselfnottopanic.ThenIgotupthecourageto...词汇1．四会词汇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．认读词汇volcanology,volcanologist,observatory,lava,Mount3．词组compare...with,burntotheground,makeaneffort,makeone’sway,glancethrough,varyfrom...to...4．重点词汇volcano,ash,lava,adventure,erupt,excite,fountain,fantastic,impressive,relieve,anxiety,anxious,panic,courage重点句子1.Havingcollectedandevaluatedtheinformation,Ihelpotherscientiststopredictwherelavafromthevolcanowillflownextandhowfast.P342.Iwasabouttogobacktosleepwhensuddenlymybedroombecameasbrightasday.P343.However,themostimportantthingaboutmyjobisthatIhelpprotectordinarypeoplefromoneofthemostpowerfulnaturalforcesonearth—thevolcano.P344.Itwasn’tveryeasytowalkinthesesuites,butweslowlymadeourwaytotheedgeofthecraterandlookeddownintothered,boilingcentre.P355.Theheightofthelandvariesfrom700metresabovesealeveltoover2,000metresandishometoagreatdiversityofplantsandanimals.P39Ⅲ.教材分析与教材重组教材分析本单元以Thepowerofnature为话题，旨在通过单元教学使学生了解火山爆发、地震、台风、洪水等自然现象，认识到自然的伟大力量，并会用所学词汇描述在经历自然灾害时的感受，思考人类应对自然灾害的态度和方法，提高自我保护意识。 1.1WarmingUp通过对火山爆发示意图的讨论激活学生了解与本单元话题相关的背景知识，而后通过讨论人类应对自然灾害的措施引发学生对本单元话题的思考，激发学生的求知欲，为随后进行的听、说、读、写打下基础。 1.2Pre-reading通过回答问题测试自己是否适合作火山学家，让学生了解这一陌生职业，为阅读做好准备。 1.3Reading部分一位火山学家以第一人称的形式讲述了自己的工作及第一次目睹火山爆发时的情景和心情，描写了人与自然的斗争与和谐相处的乐趣，使学生认识到火山是美丽的，但同时极具破坏力，而火山学家的工作可以减少由火山引发的损失。 1.4Comprehending设计了两种题型：第一题要求学生在阅读后回答相关问题；第二题检测学生对文章细节的理解。 1.5LearningaboutLanguage分为词汇和语法两部分。词汇部分着重从词的意义用法和表达方面对学生学习词汇给予指导；语法部分学习ing形式在句子中作状语表示时间、原因及结果。1.6UsingLanguage以语言实践为目的，包括四个部分的内容。Listeningandspeaking三位火山学家讲述了他们各自最惊险的一次经历。学生在练习听力的同时学会描述害怕和紧张的词汇。Speaking是Listening的延续。要求学生讲述自己类似的经历，同时在运用中巩固单词。Reading介绍了旅游胜地TheLakeofHeaven,培养学生快速获取信息的能力。Writing与Reading属于同一话题，要求根据所给信息写一篇介绍Hotsprings的作文。1.7SUMMINGUP与LEARNINGTIP有助于学生自我检测，便于及时复习。通过学习同根词、同类词，告诉学生在学习中要勤于总结。1.8Workbook围绕中心内容从听、说、读、写四个方面对其做进一步的补充和深化。2.教材重组2.1将WarmingUp,Pre-reading,Reading及Comprehending组合在一起，上一节阅读课。2.2将LearningaboutLanguage，LEARNINGTIP与Workbook中的USINGWORDSANDEXPRESSIONS,USINGSTRUCTURES整合在一起，上一节语法课。2.3将UsingLanguage中的Listening与Speaking设计为一节听说课。2.4将UsingLanguage中的Reading与Writing设计为一节写作课。2.5将Workbook中的TALKING,LISTENING,SPEAKINGTASK,WRITINGTASK组合起来，上一节综合实践课（1）。2.6将Workbook中的READINGTASK,LISTENINGTASK与PROJECT设计为一节综合实践课（2）。3.课型设计与课时分配1stPeriodReading2ndPeriodLanguageStudy3rdPeriodListeningandSpeaking 4thPeriodWriting5thPeriodIntegratingSkills(1)6thPeriodIntegratingSkills(2)Ⅳ.分课时教案TheFirstPeriodReadingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语volcano,erupt,comparewith,hurricane,adventure,bored,excite,evaluate,unfortunately,burntotheground,eruption,fountain,absolutely,fantastic,madeone’sway,potential,impressiveb.重点句式P341.Havingcollectedandevaluatedtheinformation,Ihelpotherscientiststopredictwherelavafromthevolcanowillflownextandhowfast.P342.Iwasabouttogobacktosleepwhensuddenlymybedroombecameasbrightasday.P343.However,themostimportantthingaboutmyjobisthatIhelpprotectordinarypeoplefromoneofthemostpowerfulnaturalforcesonearth—thevolcano.P342.Abilitygoals能力目标Enablethestudentstolearnaboutthepowerfulnaturalforce—volcanoandtheworkofanvolcanologist.3.Learningabilitygoals学能目标Helpthestudentslearnhowtoanalyzethewaythewriterdescribeshisexcitingjob.Teachingimportantpoints教学重点ReadthetextandanswerthequestionsinComprehendingExercise2.Teachingdifficultpoints教学难点Retellthewriter’sfirstsightofMountTeachingmethods教学方法Discussion,reading,speakingandcooperativelearning.Teachingaids教具准备Aprojectorandsomeslides.Teachingprocedures&&ways教学过程与方式StepⅠWarmingUpLeadthestudentstothetopicbytellingthemastory.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.StepⅡPre-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.StepⅢWhile-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,Icouldonlystayatthetopandwatchedthetwoscientists.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“likearailwaytrainpassingoutsidemywindow”,“suddenlymybedroombecameasbrightasday”and“redhotlavawasfountaininghundredsofmetresintothesky”todescribethebignoiseandfantasticsightofvolcanoeruption.Totellreadersthathisjobisinteresting,thewriterusesseveral“sometimes”,whichmakesthereadersfeelthejobisextremelyinterestingandwanttobeavocanologist.Thewritertalksaboutthevolcanoobjectively.Hepointsoutthedamagesofvolcanobuthepraisesitsfantasticsightatthesametime.T:Whatcanwelearnfromthetext?S:Thekeywordofthetextis“exciting”,whichisthefocusofthepassage.Bytellingthereadershiseverydaywork,theimportanceofhisjob,hisfirstsightofvolcanoeruptionandhissincereloveforhisjob,theauthorprovesit’shischiefenjoymenttobeavolcanologist.AndIappreciatethewriter’sattitudetowardsnature.Weshouldlovenatureandwecandosomethingtominimizethedamagecausedbynaturalforces.StepⅤHomeworkT:Nowit’stimeforhomework.Todayyouhavetwotaskstofinishafterclass.ThefirsttaskistofinishexercisesinDiscoveringusefulwordsandexpressionsonpage35.Theseexerciseswillhelpyoupracticethewordsandexpressionswe’vejustlearned.Thesecondoneistoretellthetext.That’sallfortoday.Seeyoutomorrow.TheSecondPeriodLanguageStudyTeachinggoals教学目标1.Targetlanguage目标语言重点词汇和短语bore,bored,boring,impressive,impress,excite,excited,exciting,excitement,courage,encourage,encouragement,encouraging,panic,anxious,glancethrough,comparewith,makeone’swayto2.Abilitygoals能力目标Enablethestudentstolearnandusenewvocabulary.Enablethestudentstouse-ingformasadverbialinasentence.3.Learningabilitygoals学能目标Enablethestudentstolearnthewayofgroupingwordstogethertolearnnewvocabulary.Helpthestudentslearnhowtousethe-ingformasadverbial.Teachingimportantpoints教学重点The-ingformusedasadverbial.Teachingdifficultpoints教学难点The-ingformusedasadverbial.Teachingmethods教学方法Practiceandroleplay.Teachingaids教具准备Acomputer.Teachingprocedures&ways教学过程与方式StepⅠRevisionT:Goodmorning,boysandgirls!Whowouldliketoretellthetext?Asampleretelling:Ihavethegreatestjobintheworld.Iworkinsideaswellasoutside.What’smore,Icanmeetdifferentinterestingpeopleandtraveltounusualplaces.Thoughit’sdangerousIstillenjoyit.MymainjobistocollectinformationaboutMountKilauea,whichhelpsscientistspredictwherelavafromthevolcanowillflowandhowfastitwillflow.Bydoingthis,wecansavemanylives.Istillremembermyfirstsightofaneruption.Iheardastrangenoiseandmybedwasshaking,likearailwaytrainpassingoutsidemywindow.Mybedroombecameasbrightasday.Irushedintothebackgarden,andsawredhotlavafountaininghundredsofmetresintotheair.ThenextdayIwasluckyenoughtohaveacloserlookatit.TwoscientistsandIweresenttocollectsomelavaforlaterstudy.Weweredroppedascloseaspossibletothecraterthathadbeenformedduringtheeruption.Toprotectourselves,weallhadspecialclothes,whichmadeuslooklikespacemen.Itwasn’T:Welldone!HaveyoufinishedtheexercisesinDiscoveringusefulwordsandexpressions?Ss:Yes.T:OK.I’llasksomeofyoutogiveyouranswers.Checktheanswerswiththeclass.StepⅡWordsandExpressionsT: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.StepⅢUsefulStructuresInthispartthestudentswilllearnthe-ingformusedasadverbialinasentencetogiveinformationabouttime,reasonandresult.Thentheywilllearnhowtocombinepairsofsentencesusingthepresentortheperfect-ingform.Finally,getthemtomakeadialoguebyusingthe-ingform.T:Lookatthetwosentencesonthescreen.Canyouseeinwhatwaytheyaresimilarandinwhatwaytheyaredifferent?Showthetwoexamplesonthescreen.Lookingcarefullyattheground,Imademywaytotheedgeofthecrater.HavingexperiencedquiteafewearthquakesinHawaiialready,Ididn’ttakemuchnotice.T:Inwhatwayaretheysimilartoeachother?S1:“Lookingcarefullyattheground”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.Thesunshinesbrightlyintheskyandgivesuslightandheat.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.StepⅣHomeworkT:Todaywemainlypracticedthe-ingusedasadverbial.Afterclass,pleasefinishExercises1and2onpage72.Seeyoutomorrow.TheThirdPeriodListeningandSpeakingTeachinggoals教学目标1.Targetlanguage目标语言重点词汇和短语tremble,anxious,panic,courage,excited,worried,relieved,terrified,nervous2.Abilitygoals能力目标Enablethestudentstolearnthewaysofexpressingfearandanxiety.3.Learningabilitygoals学能目标Enablethestudentstodescribepowerfulnaturalforcesthattheyhaveexperiencedandhowtheyfeltduringandafterthedisaster.Teachingimportantpoints教学重点Waysofexpressingfearandanxiety.Teachingdifficultpoints教学难点Enablethestudentstodescribepowerfulnaturalforcesthattheyhaveexperiencedandhowtheyfeltduringandafterthedisaster.Teachingmethods教学方法Listening,speaking,discussionandcooperativelearning.Teachingaids教具准备Arecorder.Teachingprocedures&ways教学过程与方式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.StepⅢSpeakingFirst,getthestudentstothinkofwaystoexpressfearandanxiety.Second,askthestudentstothinkofpowerfulnaturalforcesthattheyhaveexperienced.Iftheydidn’texperienceanysuchthings,theycanimagineaccordingtothetextandwhattheyheardjustnow.ThentheyarerequiredtotelltheirsimilarexperienceandhowtheyfeltusingexpressionsfromExercise5inT: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.Thecloudbegan