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

unit5thepowerofnatureⅰ.

單元教學目標

技能目標skillgoals▲talkaboutvolcanoesandtheworkofvolcanologists▲practiseexpressingfearandanxiety▲learnthe-ingformusedasadverbialinasentence▲writeaboutanexperienceinanaturaldisasterandhotpoolsatchangbaishan

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目標語言

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．重點詞匯volcano,ash,lava,adventure,erupt,excite,fountain,fantastic,impressive,relieve,anxiety,anxious,panic,courage

重點句子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，旨在通過單元教學使學生了解火山爆發(fā)、地震、臺風、洪水等自然現(xiàn)象，認識到自然的偉大力量，并會用所學詞匯描述在經(jīng)歷自然災害時的感受，思考人類應對自然災害的態(tài)度和方法，提高自我保護意識。

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

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

reading部分一位火山學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，使學生認識到火山是美麗的，但同時極具破壞力，而火山學家的工作可以減少由火山引發(fā)的損失。

comprehending設計了兩種題型：第一題要求學生在閱讀后回答相關問題；第二題檢測學生對文章細節(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方面對學生學習詞匯給予指導；語法部分學習ing形式在句子中作狀語表示時間、原因及結果。usinglanguage以語言實踐為目的，包括四個部分的內(nèi)容。listeningandspeaking三位火山學家講述了他們各自最驚險的一次經(jīng)歷。學生在練習聽力的同時學會描述害怕和緊張的詞匯。speaking是listening的延續(xù)。要求學生講述自己類似的經(jīng)歷，同時在運用中鞏固單詞。reading介紹了旅游勝地thelakeofheaven,培養(yǎng)學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有助于學生自我檢測，便于及時復習。通過學習同根詞、同類詞，告訴學生在學習中要勤于總結。workbook圍繞中心內(nèi)容從聽、說、讀、寫四個方面對其做進一步的補充和深化。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設計為一節(jié)聽說課。將usinglanguage中的reading與writing設計為一節(jié)寫作課。將workbook中的talking,listening,speakingtask,writingtask組合起來，上一節(jié)綜合實踐課（1）。將workbook中的readingtask,listeningtask與project設計為一節(jié)綜合實踐課（2）。3.

課型設計與課時分配1stperiod

reading2ndperiod

languagestudy3rdperiod

listeningandspeaking

4thperiod

writing5thperiod

integratingskills(1)6thperiod

integratingskills(2)ⅳ.

分課時教案thefirstperiodreadingteachinggoals

教學目標1.targetlanguage

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

能力目標enablethestudentstolearnaboutthepowerfulnaturalforce—volcanoandtheworkofanvolcanologist.3.learningabilitygoals

學能目標helpthestudentslearnhowtoanalyzethewaythewriterdescribeshisexcitingjob.teachingimportantpoints教學重點readthetextandanswerthequestionsincomprehendingexercise2.teachingdifficultpoints教學難點retellthewriter’sfirstsightofmountkilaueaeruption.teachingmethods教學方法discussion,reading,speakingandcooperativelearning.teachingaids教具準備aprojectorandsomeslides.teachingprocedures&&ways

教學過程與方式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

教學目標1.targetlanguage

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

能力目標enablethestudentstolearnandusenewvocabulary.enablethestudentstouse-ingformasadverbialinasentence.3.learningabilitygoals

學能目標enablethestudentstolearnthewayofgroupingwordstogethertolearnnewvocabulary.helpthestudentslearnhowtousethe-ingformasadverbial.teachingimportantpoints教學重點the-ingformusedasadverbial.teachingdifficultpoints教學難點the-ingformusedasadverbial.teachingmethods教學方法practiceandroleplay.teachingaids教具準備

acomputer.teachingprocedures&ways教學過程與方式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

教學目標1.targetlanguage

目標語言重點詞匯和短語tremble,anxious,panic,courage,excited,worried,relieved,terrified,nervous2.abilitygoals

能力目標enablethestudentstolearnthewaysofexpressingfearandanxiety.3.learningabilitygoals

學能目標enablethestudentstodescribepowerfulnaturalforcesthattheyhaveexperiencedandhowtheyfeltduringandafterthedisaster.teachingimportantpoints教學重點waysofexpressingfearandanxiety.teachingdifficultpoints教學難點enablethestudentstodescribepowerfulnaturalforcesthattheyhaveexperiencedandhowtheyfeltduringandafterthedisaster.teachingmethods教學方法listening,speaking,discussionandcooperativelearning.teachingaids教具準備arecorder.teachingprocedures&ways教學過程與方式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